YouTube for Procedural Learning: Empirical Insights on Student Intention to Use

YouTube for Procedural Learning: Empirical Insights on Student Intention to Use

Lim Wen Ying (Universiti Malaysia Sabah, Malaysia), Chew Yuin Xian (Universiti Malaysia Sabah, Malaysia), Chan Cyn Ye (Universiti Malaysia Sabah, Malaysia), Leow Shyir Khie (Universiti Malaysia Sabah, Malaysia), Siti Badriyah Mohamad Rozlan (Universiti Malaysia Sabah, Malaysia), William Junior Yong (Universiti Malaysia Sabah, Malaysia) and Norbayah Mohd Suki (Universiti Utara Malaysia, Malaysia)
DOI: 10.4018/978-1-7998-4772-4.ch012

Abstract

YouTube is reshaping teaching and learning across the world and is becoming a preferred platform for students' procedural learning to acquire relevant skills and knowledge in implementing any tasks. The aims of this research are to assess factors influencing student intention to use YouTube for procedural learning. In addition, the technology acceptance model (TAM) was applied as the underpinning theory. Data was analyzed to examine the hypothesized relationships. Results revealed that content richness, task-technology fit, YouTube self-efficacy, and vividness significantly affect students' behavioral intention to use YouTube for procedural learning. Results infer that YouTube enlarges its function as a mass-oriented means for procedural learning as students develop positive perceived usefulness of YouTube to influence their behavioral intention to use YouTube. This study integrated TAM and assessed factors influencing student intention to use YouTube for procedural learning. Future research directions are also put forward.
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Introduction

YouTube is reshaping teaching and learning across the world and is becoming a preferred platform for students’ procedural learning to acquire relevant skills and knowledge in implementing any tasks. YouTube has 4 billion type of video each month, every minute there are more video being uploaded online. YouTube incorporated content-rich video and video graphic (Cheng, Dale, & Liu, 2007; Lange, 2007). User can share their information to express their feeling through YouTube to get the solution based on the comment from the YouTuber or viewer (Chenail, 2010; Lee & Lehto, 2013). YouTube enable students to search for information and watching video to gain more input and to develop creative thinking and procedural learning (Moran, Seaman, & Kane, 2012). Availability to search and share any video of interest in a voluntary approach for any intrinsic and extrinsic task is permissible in YouTube (Gefen & Straub, 2000; Muthitacharoen, Palvia, Brooks, Krishnan, Otondo & Robert, 2006).

The technology acceptance model (TAM, originated by Davis, Bagozzi, and Warshaw (1989) was applied as the underpinning theory in this study. The selection is due to TAM is well balance in terms of its the psychological features (Muthitacharoen et. al., 2006). Indeed, TAM was employed by a substantial body of past research across the world including those in education setting (Sanchiez, Hueros, & Odaz, 2013). Accordingly, more research that delve into facet of consumer behavior in the digital economy is deemed necessary (Ling Chang, Ling Tam, & Suki, 2016; Nathan, Fook Chiun, & Suki, 2016; Suki, 2013; Suki, 2016; Suki & Abang Sulaiman, 2016). Hence, the aims of this research are to assess factors influencing student’s intention to use YouTube for procedural learning.

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