Estimating the cognitive value of YouTube's educational videos: A learning analytics approach

作者：

Highlights：

• Principles of Cognitive Theory of Multimedia Learning are only partially significant for online videos’cognitive value.

• Content understanding seems to be the most relevant reason for liking an educational video on YouTube.

• The speaker’s gender is not relevant for liking or disliking an educational video on YouTube.

• Videos by native speakers or with higher talking rates are more likely to be liked.

• Disliking YouTube's educational videos seems to be arbitrary and useless for analytics.

摘要

•Principles of Cognitive Theory of Multimedia Learning are only partially significant for online videos’cognitive value.•Content understanding seems to be the most relevant reason for liking an educational video on YouTube.•The speaker’s gender is not relevant for liking or disliking an educational video on YouTube.•Videos by native speakers or with higher talking rates are more likely to be liked.•Disliking YouTube's educational videos seems to be arbitrary and useless for analytics.

论文关键词：Learning analytics,Educational videos,Cognitive theory of multimedia learning,Youtube

论文评审过程：Received 13 May 2017, Revised 10 March 2018, Accepted 22 March 2018, Available online 28 March 2018, Version of Record 18 January 2019.

论文官网地址：https://doi.org/10.1016/j.chb.2018.03.036