System and content factors associated with college students’ adoption of YouTube for learning purposes

Abstract

Purpose

Today’s undergraduate students have spent a significant portion of their lives using YouTube for various reasons, whether for entertainment, personal development or academic learning purposes. This study aims to investigate how system factors (i.e. reliability, usability and searchability), interaction factors (i.e. provider and user interactions) and content factors (i.e. format, relevance and coverage) affect undergraduate students’ satisfaction with YouTube and their intentions to adopt YouTube for learning purposes.

Design/methodology/approach

This research uses the information systems success model as its theoretical framework to explore the system, interaction and content factors associated with undergraduate students’ satisfaction with YouTube and their intentions to use YouTube for learning. The proposed hypotheses were examined by the structural equation modelling technique based on a survey with 345 undergraduate students at a Southeastern institution in the USA.

Findings

The results indicate that both system factors (including reliability, usability and searchability) and content factors (including format, relevance and coverage) have a statistically significant effect on students’ satisfaction with YouTube. This study also demonstrates that students’ satisfaction with YouTube significantly influences their intentions to use the platform for learning purposes.

Research limitations/implications

The proposed research model provides a novel perspective in understanding the complex nature of students’ adoption of YouTube for learning purposes, led by both system and content factors mediated by satisfaction with YouTube.

Practical implications

This study suggests that when YouTube is intuitive to use and relevant content is added to the platform regularly, students are more likely to adopt this platform for learning purposes. As a result, it is critical that librarians remain aware of information-seeking practices and platforms used by students to tailor approaches to teaching information literacy to help students understand how to use the platform effectively.

Originality/value

Using the information systems success model, this research sheds light on the roles of system and content factors in undergraduate students’ satisfaction with YouTube and their intentions to use it for learning.

Citation

Harper, L.M., James, E.D., Joo, S. and Kim, Y. (2023), "System and content factors associated with college students’ adoption of YouTube for learning purposes", The Electronic Library, Vol. 41 No. 5, pp. 641-661. https://doi.org/10.1108/EL-04-2023-0083