UBC Theses and Dissertations
Science learning through YouTube comments on science videos embedding movies Lee, Chung Man
The decline of interest in science and changes in learning approach have led to the emergence of new forms of science learning in the 21st century. While movies have long been used as a teaching tool in science education, embedding them in science videos is a new trend in the rise of video sharing and social media platforms. YouTube, being the dominant platform, features science videos that integrate entertainment into education by incorporating movies into the science content. This study aimed to investigate how embedding movies in science videos might affect the learning process, and how post-video comments on these videos might facilitate or reflect science learning. Using grounded theory methodology, the comments on two science videos were compared: one that embedded a movie and one that did not. In particular, 990 comments were analyzed for a video on the Because Science (BS) channel that integrated Harry Potter into the physics concept of quantum tunneling, and a video on the Up and Atom (UA) channel that explained the same concept in a traditional way. Qualitative content analysis was conducted to determine the differences in the types and characteristics of the comments, as well as their potential learning opportunities and challenges. The results indicate that while comments on UA’s video were more formal and focused on the specific scientific concept, comments on BS’s video were more casual and diverse, with greater involvement with the science and video topic in general. Although comments on regular science videos may serve as a more effective space for knowledge exchange and collaborative learning, these comments may present challenges, such as the potential spread of misinformation due to a lack of knowledge justification. In contrast, embedding movies can offer unique learning opportunities in the comments, such as critical and creative thinking. This approach can facilitate science learning by connecting scientific concepts with familiar and relevant contexts in popular culture. However, it should be used with caution, as it risks diverting attention away from the science content when there are too many audiovisual features in the video and extraneous information in the comments.
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Attribution-NonCommercial-NoDerivatives 4.0 International