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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, Chew Yuin Xian, Chan Cyn Ye, Leow Shyir Khie, Siti Badriyah Mohamad Rozlan, William Junior Yong, Norbayah Mohd Suki
Copyright: © 2021 |Pages: 18
ISBN13: 9781799847724|ISBN10: 1799847721|EISBN13: 9781799847731
DOI: 10.4018/978-1-7998-4772-4.ch012
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MLA

Wen Ying, Lim, et al. "YouTube for Procedural Learning: Empirical Insights on Student Intention to Use." Handbook of Research on Technology Applications for Effective Customer Engagement, edited by Norazah Mohd Suki, IGI Global, 2021, pp. 179-196. https://doi.org/10.4018/978-1-7998-4772-4.ch012

APA

Wen Ying, L., Yuin Xian, C., Cyn Ye, C., Shyir Khie, L., Mohamad Rozlan, S. B., Junior Yong, W., & Mohd Suki, N. (2021). YouTube for Procedural Learning: Empirical Insights on Student Intention to Use. In N. Mohd Suki (Ed.), Handbook of Research on Technology Applications for Effective Customer Engagement (pp. 179-196). IGI Global. https://doi.org/10.4018/978-1-7998-4772-4.ch012

Chicago

Wen Ying, Lim, et al. "YouTube for Procedural Learning: Empirical Insights on Student Intention to Use." In Handbook of Research on Technology Applications for Effective Customer Engagement, edited by Norazah Mohd Suki, 179-196. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4772-4.ch012

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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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