Evaluating YouTube videos for young children
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Evaluating YouTube videos for young children Michelle M. Neumann 1 & Christothea Herodotou 2 Received: 30 January 2020 / Accepted: 2 April 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract YouTube has become a popular digital media platform used by young children. However, concerns have been raised around inappropriate video content and limited quality. A lack of research and theoretical discussion exists on how best to evaluate the quality of YouTube videos made for children. In this study, we reviewed research and developed a set of design principles that informed the production of a YouTube video rubric used to evaluate the quality of YouTube videos targeted at young children 0 to 8 years old. From this, four key criteria were used to evaluate each video: Age appropriateness, Content quality, Design features and Learning objectives. These criteria demonstrated substantial inter-rater reliability between scorers. This evaluation tool has the potential to be used by educators to assess the quality of videos for early learning and guide YouTube creators in their production of educational videos for young children. Keywords YouTube . Young children . Video content . Evaluation rubric
1 Introduction The YouTube video platform has become one of the most popular online applications in the world that young children engage with (Marsh et al. 2019; Rideout 2017), yet compared to other forms of screen media (e.g., television [TV]) this remains rather underexplored (Khan 2017). There is a paucity of research around video screen media such as YouTube and possible effects on young children’s learning and development (Izci et al. 2019). However, it is clear that YouTube is a form of screen time and through this media, children watch the behaviour of others. This behaviour has the potential to
* Michelle M. Neumann [email protected]
1
School of Education and Professional Studies, Griffith University, QLD, Gold Coast 4222, Australia
2
Institute of Educational Technology, Open University, Milton Keynes, England
Education and Information Technologies
positively or negatively impact on learning, depending on the quality of videos and images presented on the screen. When viewed through the lens of Bandura’s social cognitive theory, children can learn through “observational learning” – where they imitate certain behaviours through adult and peer modelling (Bandura et al. 1961). In Bandura’s well-known Bobo Doll experiment, children who observed aggressive behaviour (e.g., an adult uses a hammer to hit a Bobo Doll) initiated more aggressive behaviours when they were asked to play with toys than a group of children who observed non-aggressive behaviour (Bandura et al. 1961). Follow-up studies examining the impact of media on children confirmed Bandura’s findings that repeated exposure to violent and aggressive video content had a greater influence on children’s behaviour, cognition, and emotions than infrequent exposure (Bushman and Huesmann 2006). Studies also showed that these effec
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