Running Head: YouTube in Classroom Learning 1

Research Review on YouTube in Classroom Learning

Christy B. Ballew

West Georgia University

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Article 1: Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube,

Digital Stories, and Blogs

Abstract

This article discusses the use of YouTube, digital stories, and blogs by a middle school teacher in

her Language Arts classroom. Not only does the article give examples of actual practice from the

classroom, it also shares the opinions of the students as they learn using these technologies.

Summary of the Review of Literature

The author of this study utilized a variety of research and literature to back their methods.

They remind us that students must be technologically literate by the eighth grade, and it is our

responsibility to bridge the gap for this learning (Mullen & Wedwick, 2010). They describe the

use of YouTube to discover hard to find clips to support learning, which supports the classroom

in a more efficient way.

Analysis of methodology

The classroom looked at for this paper is located in a rural, midwestern K-8 school. There

are 28 students in grades six through eight and each grade has ten to fifteen students per class.

They meet for two 50-minute classes a day for language arts. Mrs. Wright has five working

computers in her classroom and easy access to a computer lab. She utilized YouTube videos to

help her students understand vocabulary terms easier, liven up grammar lessons through the use

of Schoolhouse Rock!

Summary of results

While learning about nostalgia, Mrs. Wright was able to pull up clips of videos the

students remembered watching when they were younger. By using these examples, the students

were able to establish an “authentic understanding” of the term by making a connection to their
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own pasts (Mullen & Wedwick, 2010). At the beginning of the year, Mrs. Wright played

grammar clips from Schoolhouse Rock! to help liven up normally bland lessons. What she found

was that the students were singing the songs during the day and accessing them at home as well.

A couple of her students also took the initiative to create their own grammar music video based

of off a song from Hannah Montana called “The Bone Song.” The students performed the song

for the class and even created a video. The teacher’s use of YouTube inspired her students to

explore their own creativity.

Opinion

I believe that Mrs. Wright’s focused use of YouTube for her classes were very effective

in engaging her students and promoting higher learning and synthesis of the material. She chose

only specific topics to use from YouTube without overwhelming herself or her students. I think

too many teachers try to use too much too soon, and this can cause frustration for both teachers

and students. I also like the fact that she encouraged her students in their creative ideas.

What I Learned

This study reiterated the idea that more is not better and focused studies are more

effective than throwing as much as you can at students. It is also wise to keep in mind that

smaller class sizes can and do make a difference, and lessons should be created accordingly. This

study also reinforced the idea that repetition makes a difference in student learning as well. Mrs.

Wright played the videos for her students on a regular basis; just as students learn the words to

their favorite songs by listening to them over and over, Mrs. Wright firmly planted the words of

her YouTube lessons in her students’ brains, which planted seeds of creative growth.
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Article 2: The Impact of Using YouTube in EFL Classroom on Enhancing EFL Students’

Content Learning

Abstract

This research paper discusses the advantages of utilizing YouTube to aid in the learning

processes for EFL students. The researchers conducted a study with an experimental and a

control group to show the outcomes of using YouTube as a learning tool in the classroom. The

purpose of this study was to determine whether or not YouTube should be considered as an

effective instructional tool for content learning and teaching resource (Alwehaibi, 2015).

Summary of the Review of Literature

The literature used in this paper as research was focused on multimedia learning methods,

innovations in technology instruction, and other social media and technological trends. In order

to support their theory that YouTube would be an effective teaching and learning method, the

researchers needed solid technological studies that purported the advantages of technology-based

learning in the classroom.

Analysis of Methodology

This study was made up of an experimental and a control group, both part of a class

called “Observation in Schools 2.” The students were second-year at Princess Noura University

in Riyadh, Saudi Arabia. They were randomly selected and assigned to either the experimental or

control group, with forty-five students in the control group and fifty-one students in the

experimental group. While both groups studied the theoretical content of the course, the methods

they were taught differed. The experimental group received instruction through the use of

YouTube videos combined with discussion and PowerPoint presentations. The control group

received the same content through the typical method of lecture-base instruction. The term lasted
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6 weeks and instruction was for 2 hours per week (Alwehaibi, 2015). Both groups were given the

same pre-test, which reflected that all students had similar pre-knowledge of the material.

Summary of Results

After giving the post-test, the data revealed that the experimental group scored

significantly higher than the control group. This proves that the impact of YouTube in this

classroom was positive and beneficial to the students in the long run. The researchers concluded

that the students in the experimental group were “highly motivated to watch, read, write, discuss,

interact and take part in the various activities throughout the learning process” (Alwehaibi, 2015,

pp. 126).

Opinion

I thought this was a very well-run research study. The students were closely matched in

cognitive ability (as shown through the data of the pre-test), and the results were very well

explained. I would have liked for them to have included perhaps some comments from the

students who were a part of the experimental group, just to hear their thoughts on how the use of

the videos helped in the learning process. I thought the information was very informative and

shows that the use of YouTube as an instructional tool in the classroom – if done right – can be

an effective learning tool.

What I Learned

One big aspect that I learned was that other countries are also struggling with

implementing good technology and social media strategies into their classroom environment, and

they, too, are looking for data-driven ways to prove that new methods can work. I feel this was a

great example of how a study should be conducted when working to prove a point in education. I

also learned that if done correctly, YouTube can be used to aid students in the learning process.
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Article 3: YouTube Based Learning

Abstract

This paper discusses the far-reaching ability that YouTube has in today’s society and the positive

implications it could have on education. The article puts into consideration the vast amounts of

information available and how much of that information is consumed by young people. The

writers share their experiences using YouTube for teaching and learning.

Summary of the Review of Literature

Much of the literature used for basis of this paper involves some type study on utilizing

visuals. The span of those articles reaches from visual support and language teaching, visuals in

software, computer-aided instruction in the classroom, theoretical usage of visuals, and the role

of videos in the classroom (Mayoral, Tello, & Gonzalez, 2010).

Analysis of Methodology

The authors studied the use of YouTube for all levels of learners from Preschoolers to

college students in Mexico. The uses of the videos were two-fold. They chose the videos used

based on their teaching ability and quality, looked at how the specific videos fit into the

curriculum standards, and they were used to aid all students in their ability to learn new

languages. For Pre-k and Kindergarten age students, they used videos of “London Bridge is

Falling Down,” “Mary had a Little Lamb,” and others. Elementary students watched videos

based on listening, speaking, reading, and writing. They were shown videos to aid them in

comprehension skills as well. Junior High students provided a different problem, as the videos

chosen by teachers did not match what students wanted to watch. Students were allowed to give

input to the instructors to help aid in better media choices. High School students showed more
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interest in music-based videos rather straight informational types, and college students were able

to use YouTube as references for subjects they were studying.

Summary of Results

The results from the usage of YouTube in the different levels of education was not listed

in very specific terms, rather stated in more generalized terms. For Pre-k and Kindergarten

students, watching the videos was purposed to aid them in acquisition of language and skills

development. The point was made that YouTube was a better resource for clear language

practice than curriculum provided. Elementary students were seen to enjoy videos related to

science, songs, and cartoon shorts based on the subjects being taught. Students were even asked

to fill out a questionnaire at the end of the observation period, stating that they enjoyed the

science videos best, and were motivated to carry out experiments after watching them. Junior

high students preferred shorter videos that were music-based and showed higher comprehension

after watching such media. High school students also preferred learning from music-based

videos over others, showing not only higher listening skills, but also better abilities in

vocabulary, speed and rhythm of spoken productions. College students showed a preference

towards using YouTube for research than traditional methods, as these types of learning

mediums are better able to hook and hold the students’ attentions. They also utilized the platform

to upload their own creations to share with others. This study concluded by encouraging teachers

to use videos whenever possible to better reach the visual learning centers of the student.

Opinion

I believe this study could have been outlined better in the paper presented. I have no

doubt that it was carried out in an organized and appropriate manner, but I would have liked to

hear more specifics on the students, classes, etc. of those who were studied. I also wish that the
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authors had presented a more defined list of their outcomes in this paper. They stated that they

would present more specific findings at a later date, but I was unable to find that study – if it was

even published. I liked the video examples that they listed in the paper, and I felt that they

presented the likes and dislikes of the students accurately. I felt that even though they covered a

wide range of age groups, the information was presented in a very understandable and easy to

understand manner.

What I Learned

I learned that YouTube has more uses than just the face-value of the subject of the video.

The mere fact that Mexican schools use the videos not only for their content, but also for their

value of practicing language acquisition was a new thought to me. I learned that in middle school

(junior high) students’ taste and attentions change, and teachers have to keep that in mind when

choosing media to use in the classroom.

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References

Alwehaibi, H. O. (2015). The Impact of Using Youtube in EFL Classroom on Enhancing EFL

Students' Content Learning. Journal of College Teaching & Learning, 12(2), 121-126.

Mayoral, P., Tello, R., & Gonzalez, J. (2010). YouTube based learning.

Rebecca Mullen & Linda Wedwick (2008) Avoiding the Digital Abyss: Getting Started in the

Classroom with YouTube, Digital Stories, and Blogs, The Clearing House: A Journal of

Educational Strategies, Issues and Ideas,82:2, 66-69, DOI: 10.3200/TCHS.82.2.66-69