YouTube’s Impact on Students’ Learning Motivation: Assessing Ease of Use and Usefulness

Abstract

In recent times, there has been a considerable surge of interest among scholars and researchers in the YouTube platform. The primary aim of this project was to explore the impact of YouTube platform on students’ learning motivation, with a particular focus on evaluating the ease of use and usefulness indicators. A quantitative descriptive methodology was adopted, which involved administering a bespoke questionnaire to 265 male and female educators across schools in Abu Dhabi/UAE. Data analysis was conducted using SPSS 26, which facilitated descriptive and inferential statistics. The results of the study provided robust support for the first and second hypotheses, as the multiple correlation coefficient demonstrated a strong and significant association between the ease of use of YouTube and interest as independent factors, and learning motivation as a dependent variable. The R-value of 0.758 indicated that the two variables accounted for 80.8% of the association. The T-test also indicated that there were no noticeable gender-based differences in terms of motivation to learn when utilizing YouTube in education, with sig exceeding 0.05 at 0.345. As a result, the study suggests the need for additional research in this field.