Time Distortion in Student YouTube Use: The Effects of Use Motivation, Personality, and Pattern of Use on Study Efficiency

Autor/inn/en	McGill, Tanya; Klobas, Jane E.; Moghavvemi, Sedigheh
Titel	Time Distortion in Student YouTube Use: The Effects of Use Motivation, Personality, and Pattern of Use on Study Efficiency
Quelle	In: Australasian Journal of Educational Technology, 39 (2023) 1, S.71-87 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGill, Tanya) ORCID (Klobas, Jane E.) ORCID (Moghavvemi, Sedigheh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Video Technology; Social Media; College Students; Personality Traits; Time; Self Efficacy; Study Habits; Foreign Countries; Student Motivation; Student Attitudes; Technology Uses in Education; Student Characteristics; Malaysia + Suchen Sie Ihr Suchwort? Soziale Medien; Collegestudent; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Zeit; Self-efficacy; Selbstwirksamkeit; Study behavior; Study behaviour; Studienverhalten; Ausland; Schulische Motivation; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper examines study efficiency and time distortion experienced by student users of YouTube. Using multi-group structural equation modelling on data from 792 Malaysian university students, the study identified links between YouTube use motivation, conscientiousness (a personality trait), time distortion, and perceived study efficiency. It also shows how these characteristics and the links between them varied when students were grouped by pattern of use, defined (using two-step cluster analysis) as occasional, regular, or problematic. Time distortion had a negative effect on perceived study efficiency, but conscientiousness counteracted this effect - particularly for occasional users, the only group with positive perceived study efficiency in this study. Motivation to use YouTube for learning was not associated with time distortion, whilst using YouTube for escape and entertainment increased motivation. Occasional users were less motivated than others to use YouTube for these purposes and therefore less likely to experience the entertainment use flow on effects of time distortion to perceived study efficiency. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01