Analysis of factors affecting the effectiveness of face-to-face marketing learning via TikTok, YouTube and video conferencing

Comparing educational and dissemination videos in a STEM YouTube channel: A six-year data analysis

Didactic videos have proven to be particularly beneficial for Science, Technology, Engineering and Mathematics (STEM) education challenges. This is due to their contribution to the reduction of the intrinsic cognitive load, as well as fostering connections among subjects to promote generative processing. This fact, together with the wide presence of STEM dissemination videos on YouTube, creates an opportunity both for teachers to focus on dissemination channels to acquire quality materials, and for content creators to develop specific videos aiming to serve as pedagogical aid. Aligned with such reasoning, this paper intends to evaluate the use and performance of a STEM YouTube channel that already publishes didactic videos categorized by intentionality into dissemination or educational. Using owners' data, the channel has been analyzed, considering a six-year extension period, from 2017 to 2022, and distinguishing between the two categories of contents. This dual intention of the channel allows to evaluate the educational use of dissemination channels, compared to their use for curiosity satisfaction. Through Mann-Whitney U and correlation analyses, the main channels' metrics have been analyzed in terms of awareness (i.e., impressions, views, or subscribers), use (view duration) and interaction (comments, shares, likes or dislikes). Significant differences have been found in the performance of educational and dissemination contents, such as in views (p < 0.001), average view duration (p = 0.044) and likes (p < 0.001). Additionally, video length optimization has been found as a determining parameter influencing video performance, being educational videos more sensitive to this metric than dissemination videos. This study has shown that a STEM YouTube channel of these characteristics can benefit from publishing videos aiming to a pedagogical purpose, increasing its use compared with other STEM dissemination channels only aiming to an entertainment purpose. Additionally, this study supports previous findings that video length optimization is a determinant characteristic for audience retention rate.

A multinational study on the factors influencing university students' attitudes and usage of ChatGPT

Artificial intelligence models, like ChatGPT, have the potential to revolutionize higher education when implemented properly. This study aimed to investigate the factors influencing university students' attitudes and usage of ChatGPT in Arab countries. The survey instrument "TAME-ChatGPT" was administered to 2240 participants from Iraq, Kuwait, Egypt, Lebanon, and Jordan. Of those, 46.8% heard of ChatGPT, and 52.6% used it before the study. The results indicated that a positive attitude and usage of ChatGPT were determined by factors like ease of use, positive attitude towards technology, social influence, perceived usefulness, behavioral/cognitive influences, low perceived risks, and low anxiety. Confirmatory factor analysis indicated the adequacy of the "TAME-ChatGPT" constructs. Multivariate analysis demonstrated that the attitude towards ChatGPT usage was significantly influenced by country of residence, age, university type, and recent academic performance. This study validated "TAME-ChatGPT" as a useful tool for assessing ChatGPT adoption among university students. The successful integration of ChatGPT in higher education relies on the perceived ease of use, perceived usefulness, positive attitude towards technology, social influence, behavioral/cognitive elements, low anxiety, and minimal perceived risks. Policies for ChatGPT adoption in higher education should be tailored to individual contexts, considering the variations in student attitudes observed in this study.