Search Results (134)

There has been a recent increase in the use of social media platforms (SMPs), as well as a large increase in scientific journals and academic article publications. We need to study if and how much academics, scholars and researchers trust SMPs as sources, i.e., citations, for writing their research articles. The purpose of this research is to explore the relationship between SMPs and bibliographic article citations for ten years between 2010 and 2019, with 31 December marking the official identification of COVID-19, a milestone that affected the whole world, including academic publishing. By using a citation retrieval tool written in Java, the citations referring to the URLs of 6432 articles from 14 Q1 open access education journals ranked by the SCImago platform were extracted. The retrieved URLs were stored in a relational database, preprocessed and cleaned, and analyzed using SQL queries to identify and quantify citations originating from SMPs. The findings showed that there were 112 instances, which corresponds to 1.8% of the articles, of an SMP post being used as a citation. Out of the 17 SMPs checked, eight were used, with the most popular being YouTube, having a percentage of 68% of the aforementioned 112 citations, followed by Twitter (now X) with approximately 13.5% and then by Facebook with around 7%. Most of these in-text citations were found at the Introduction and the Design/Methodology sections of the papers. Other important findings of this study were that about 2% of the URL citations referred to blogs and wikis and that one in 100 articles used Wikipedia in the bibliography. Also, for a 26-year period from 1999 to 2024, it was observed that the number of journals increased by 82.8%, while the number of open access journals showed an impressive 552.14% increase. The findings of this study could lead to changes in the metadata design of bibliographic databases, like the way of searching them, and to a review of the life cycle duration of sustainable access to the content of the cited SMPs. Full article

Africa’s expanding youth population and rapid digitalization present opportunities for innovation and, ultimately, entrepreneurship and economic growth relevant for Sustainable Development Goal (SDG) 8—Decent Work and Economic Growth. However, the role of social media in shaping these outcomes remains underexplored empirically. This study examines how platform-specific social media use influences innovation, operationalized through external search breadth and depth, while considering macroeconomic moderators. Using panel data from 52 African countries from 2009 to 2022 and fixed effects regressions, the study links activities on Facebook, X (formerly Twitter), YouTube, LinkedIn, and Google to innovation indicators such as R&D expenditure, patent applications, and scientific publications. The findings suggest that YouTube use is consistently and positively associated with all innovation indicators, highlighting its role in knowledge diffusion and creative expression. By contrast, X and LinkedIn display neutral or negative effects. High internet penetration alone is not sufficient enough to spur innovation, underscoring the need for enabling macroeconomics factors such as GDP per capita and ease of doing business. This study concludes that visual open-access platforms, supported by education and institutional capacity, are vital for inclusive and sustained economic growth. Full article

This study examines the differences in sports learning among Generation Z based on digital literacy, using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Media Richness Theory (MRT). As non-face-to-face sports learning—including online lectures, remote coaching, and virtual reality—rapidly expands, digital literacy has become a key factor influencing learning outcomes and equity. Data were collected from Generation Z adults engaged in sports learning through platforms including YouTube, social networking services, online lecture platforms, and mobile applications. Participants were classified into low (n = 87)-, medium (n = 80)-, and high (n = 70)-digital-literacy groups. A 32-item questionnaire adapted from prior studies assessed digital literacy (4 items), four UTAUT constructs (performance expectancy, effort expectancy, social influence, and facilitating conditions; 16 items), and three media richness dimensions (multiple channels, immediacy of feedback, and personalness; 12 items). Confirmatory factor analysis demonstrated acceptable model fit (χ² = 779.013, df = 436, p < 0.001, NFI = 0.914, IFI = 0.960, TLI = 0.954, CFI = 0.960, SRMR = 0.037, RMSEA = 0.058), reliability (all ω and α > 0.70), and convergent/discriminant validity (all AVE > 0.50; C.R. > 0.70). Group comparisons indicated that higher digital literacy was linked to higher scores in technology acceptance and media richness perceptions (F = 40.364–64.150, p < 0.001, ηp² = 0.257–0.354) These findings indicate that intra-generational differences in digital literacy shape technology use and media experience in sports learning, highlighting the need to enhance media richness and systematically develop learners’ digital literacy to improve digital sports education’s effectiveness and equity. But causal inferences are limited by the cross-sectional design. Full article

The proliferation of digital health education content (DHEC) offers a transformative opportunity for medical training worldwide. While students in high-income countries routinely integrate these tools, their use and impact in low-resource settings such as Mozambique remain poorly understood. Exploring this topic offers interesting possibilities at the intersection of global health equity, digital literacy, and pedagogical innovation. This study assessed how Mozambican medical students engage with online health videos, examining the types of content they search for, preferred platforms, perceived benefits, and attitudes toward integrating these materials into medical training. A quantitative cross-sectional survey was administered to 151 second-year medical students at the Catholic University of Mozambique and Alberto Chipande University. A structured online questionnaire, comprising multiple-choice, Likert-scale, and open-ended questions, was used. Data were analyzed using descriptive statistics, cross-tabulation, chi-square test, and Cramer’s V effect size. All students (100%) reported searching for online health videos. They primarily do so via YouTube (92.1%) and use mobile phones (98.7%). Students mainly searched topics related to basic biomedical sciences (60%). They reported that video enhances their learning (86.8%), academic work (11.3%), and other skills (1.9%). Mean scores for utility (4.06), self-reported knowledge gain (4.05), and interest in continuing use (4.30) reflected positive perceptions. Furthermore, an overwhelming majority (91.4%) supported the institutional production of educational videos, whereas 8.6% disagreed, citing videos as a tool that diverts students’ focus from reading and a preference for traditional classes. No statistically significant gender-based differences were observed in usefulness, learning levels, or core interest in continuing to search for online videos (p > 0.05). Online health videos are widely used and positively perceived by Mozambican medical students as a supplementary learning tool. The findings highlight the need for institutions to create curriculum-aligned video libraries and strengthen students’ digital literacy, an affordable strategy for enhancing medical education in low-resource contexts. Full article

Artificial intelligence (AI), including rapidly expanding generative AI tools, is increasingly shaping how school-age students search for information and complete learning tasks. Yet comparative evidence on AI awareness, use, and attitudes across school levels—especially among under-18 learners—remains limited in Central and Eastern Europe. Guided by the Technology Acceptance Model (TAM), this cross-sectional survey study examined Hungarian elementary and high school students’ AI use and school-related applications, focusing on perceived usefulness and willingness to use AI in learning contexts. Data were collected from 183 elementary and 127 high school students using a structured questionnaire. AI use was widespread in both groups, but marked school-level differences emerged. High school students reported more frequent and academically oriented AI use, greater reliance on AI tools when seeking help, and a stronger willingness to use AI during classroom activities. In contrast, elementary students more often relied on familiar platforms such as social media and YouTube and reported comparatively more recreational or conversational uses of AI. Across school levels, students generally viewed AI as useful and potentially engaging for learning, while many also expressed uncertainty about the reliability of AI-generated responses. These findings underscore the need for age-appropriate AI literacy education aligned with students’ developmental characteristics and digital habits, and they highlight the importance of teacher support and training to integrate AI meaningfully and responsibly into classroom practice. Full article

This study investigates how Portuguese teenagers (aged 13–18) perceive and prefer the communication characteristics of so-called “newsfluencers” on social media platforms such as Instagram, TikTok, and YouTube. Through 20 semi-structured interviews, the research explores how verbal and non-verbal traits shape adolescents’ engagement with news in a media ecosystem increasingly dominated by digital intermediaries. Drawing on literature on brand journalism, the study categorizes preferences into four key elements: character, tone, language, and purpose. The findings reveal that teenagers favor newsfluencers who are inspiring and friendly (character), are honest and direct (tone), use simple and fun speech (language), and aim to educate and inform (purpose). Participants express a desire for journalists who “talk to me as a friend”, emphasizing authenticity, emotional proximity, and conversational clarity over traditional, formal modes of reporting. These insights suggest that effective youth-oriented journalism on social media must balance factual accuracy and emotional engagement, blending education with entertainment. The research contributes to emerging scholarship on social media journalism and youth news consumption by highlighting how relational and affective communication strategies can enhance young audiences’ trust, understanding, and participation in news. Full article

In educational smart learning contexts, 360° virtual tours deliver authentic, cross-device experiences, but uptake is limited by subscription-based authoring tools and free options that restrict in-tour rich media embedding. To address this, we present a library of eight open-source HTML5 widgets (image gallery, PDF viewer, quiz, 3D model viewer, webpage viewer, audio player, YouTube viewer, and image comparison) that can be embedded directly in the viewer as HTML pop-ups (e.g., CloudPano) or run standalone, with dual packaging (single self-contained HTML or server-hosted assets referenced by URL). Evaluation is limited to technical efficiency (resource size, load performance, and cross-device/browser compatibility), with pedagogical outcomes and learner performance beyond the scope. The architecture minimizes dependencies and enables reuse in virtual classrooms via iframes. We provide a unified web interface and a repository to promote adoption, auditability, and community contributions. The results show that standalone widgets are between 20 and 100 times smaller than H5P equivalents produced with Lumi Education and exhibit shorter measured load times (0.1–0.5 ms). Seamless integration is demonstrated for CloudPano and Moodle. By lowering costs, simplifying deployment, and broadening in-tour media capabilities, the proposed widgets offer a pragmatic pathway to enrich educational 360° tours. Full article

This study empirically analyzed changes in the representation of older adults in Korean digital media from 2020 to 2024. As Korea enters a super-aged society, social perceptions of aging and older adults are rapidly evolving through digital platforms. This study aimed to identify how public discourse about older adults has shifted in emotional tone and thematic structure within online media environments. Approximately 200,000 text data points were collected from news and YouTube comments containing keywords related to older adults. Text mining techniques—including Latent Dirichlet Allocation (LDA) topic modeling, sentiment analysis, and time-series analysis—were applied to examine annual trends and emotional transitions. The findings revealed a clear shift in thematic emphasis from “health,” “care,” and “vulnerability” toward “participation,” “self-management,” and “digital activity.” Negative sentiments decreased (from 58.3% in 2020 to 37.8% in 2024), while positive sentiments increased (from 22.5% to 42.7%). These results indicate that the image of older adults in digital discourse has transformed from that of passive care recipients to active and independent participants in society. The study supports the ongoing policy debate in Korea on redefining the age threshold for “older adults” from 65 to 70 years, emphasizing capability over chronological age. Digital media play a critical role in shaping these changing perceptions, highlighting the need for intergenerational media literacy education and policy interventions that promote inclusive and age-positive communication. Full article

Introduction: This study aimed to evaluate the educational value of YouTube videos presenting information on pediatric orthodontic treatments, specifically clear aligners, fixed braces, and lingual braces. Methods: A cross-sectional analysis was conducted on 150 of the most-viewed English-language YouTube videos (50 per treatment type). Videos were assessed for accuracy, depth of explanation, source type (expert, commercial, or general user), and viewer engagement metrics. Statistical comparisons were made using the Kruskal–Wallis test and Dunn’s post hoc tests with Bonferroni correction. Results: Fixed brace videos demonstrated more accuracy (average score 4.2/5), than both clear aligners (p = 0.03) and lingual braces (p < 0.001), with 60% originating from expert sources. Clear aligner and lingual brace videos had lower accuracy scores (3.8 and 3.5, respectively), reflecting higher proportions of commercial influence (50% and 55%). The findings highlighted the predominance of promotional content in clear aligner and lingual brace videos, raising concerns about potential misinformation. Conclusions: YouTube provides accessible but variable-quality information on pediatric orthodontics. Fixed brace videos offer more reliable educational content, while clear aligner and lingual brace videos are more susceptible to commercial bias. Efforts to promote expert-driven content and implement content verification systems are needed to improve the quality of online orthodontic information for parents and caregivers. Full article

This article examines how social media and digital channels are related to information behavior and voting among young voters (aged 18–30) during the 2025 German federal election. Based on an online survey (n = 673) conducted after the election among participants from southwest Germany and three diverse educational backgrounds, our exploratory study found no overarching generational effect in social media use or political socialization. Instagram emerged as the most important platform for political information. TikTok played a limited role overall; however, the Left Party was the only party able to gain visible support from it. In contrast, voters of the radical right Alternative for Germany (AfD) often reported receiving political content via private messenger groups, highlighting the role of non-public channels in political communication. Concerning vote choice, we find that it depends on the platform to what extent a party can benefit from digital campaigning, e.g., the Left Party benefits from frequent TikTok usage, while YouTube correlates with voting for the Greens, and messenger usage with voting for the AfD. The findings, therefore, suggest a more professionalized and targeted approach to digital campaigning, with specific parties reaching distinct voter groups through tailored platform strategies. Full article

Background: YouTube has become one of the most widely used platforms for medical education and patient information. However, the accuracy and reliability of such unregulated content remain highly variable and sometimes misleading. This study aimed to evaluate the quality, reliability, and educational value of YouTube videos related to poisonings, insect bites, and envenomations using validated scoring systems. Methods: A cross-sectional analysis of YouTube videos was conducted using the search terms “approach to insect bites and stings,” “approach to poisonings,” “approach to scorpion envenomation,” “approach to snake envenomation,” and “approach to mushroom poisoning.” Searches were performed in incognito mode on August 1, 2025. Only English-language videos shorter than one hour were included. Video quality and reliability were evaluated using the Global Quality Score (GQS), modified DISCERN (mDISCERN), and Journal of the American Medical Association (JAMA) benchmarks, while viewer engagement was measured using the Video Power Index (VPI). Results: A total of 279 videos were analyzed. The mean ± SD scores were as follows: GQS, 3.53 ± 1.09; mDISCERN, 3.53 ± 1.08; and JAMA, 2.63 ± 0.96. Based on the GQS, 59.5% of the videos were high quality, 20.8% moderate quality, and 19.7% low quality; thus, approximately 40% of the evaluated videos (low- and moderate-quality categories combined) did not meet optimal quality standards. Videos on snake envenomation and general poisoning had significantly higher quality and reliability scores (p < 0.001). Educational, physician-sourced, and physician-presented videos achieved higher GQS, JAMA, and mDISCERN values (p < 0.001 for all). However, no significant differences were found in the VPI, indicating that popularity metrics did not correlate with content quality. Conclusions: YouTube provides wide access to poisoning-related educational materials, but content quality varies considerably, and a substantial proportion of videos fall below acceptable quality thresholds. Videos produced or presented by physicians are more reliable, whereas popularity is not a valid indicator of scientific accuracy. Active involvement of healthcare professionals and academic institutions, together with platform-level quality verification and visibility strategies, is essential to improve the credibility and impact of online health information. Full article

Background: Renal stone disease is a common urological condition considered to be greatly affected by lifestyle, dietary practices, and hydration status. With the rapid advancement and remarkable rise in digital communication, social media has become an important source of health information. However, little is known about its effects on raising public awareness of dietary and fluid-related risk factors for kidney stone formation, particularly in Middle Eastern populations. Aim: We aimed to evaluate the impact of social media platforms on public awareness of dietary habits and fluid consumption in relation to kidney stone prevention. Methods: A cross-sectional survey was applied to 980 adults with varying demographic characteristics. Data on social media use, dietary and fluid knowledge, and attitudes toward kidney stone prevention were collected through structured questionnaires. Statistical analyses, including regression and mediation models, were employed to identify predictors of awareness and explore pathways linking social media use to knowledge and attitudes. Results: Among the 980 participants (mean age = 29.9 ± 11 years; 55.4% males), 69.9% held university degrees, and 7.2% had a history of kidney stones. The overall awareness of kidney stone prevention varied, with most of the participants recognizing the protective role of adequate hydration (67%) and the adverse impact of soft-drink consumption (73.2%), while knowledge of dietary contributors such as animal protein and tea was limited. Greater knowledge and more appropriate attitudes were associated with older age, female gender, following healthcare professionals, and engagement with medical websites, YouTube, and TikTok. Mediation analysis revealed that social media influenced awareness indirectly through improvements in knowledge and attitudes. Conclusions: This study reveals that the digital environment shapes both public knowledge of and attitudes toward kidney stone prevention, though critical knowledge gaps persist regarding complex dietary factors. Mediation analysis indicated that the digital influence is likely channeled through improvements in knowledge and attitudes. We emphasize that source credibility is paramount; relying on official medical websites and following health professionals were the most effective strategies for boosting awareness. Therefore, expert-led educational strategies must be integrated into public health protocols. Full article

Introduction: YouTube™ is a widely accessible platform with unfiltered medical information. This study aimed to evaluate the educational value and reliability of YouTube™ videos on Hyperthermic Intraperitoneal Chemotherapy (HIPEC) for advanced epithelial ovarian cancer treatment. Methods: YouTube™ videos were searched using the keywords “ovarian cancer”, “debulking surgery”, “hyperthermic”, and “HIPEC”. Patient Education Materials Assessment Tool for Audiovisual Content (PEMAT A/V) score, DISCERN, Misinformation Scale, and the Global Quality Scale (GQS) were employed to assess the clarity, quality, and reliability of the information presented. Results: Of the 150 YouTube™ videos screened, 71 were suitable for analysis and categorized by target audience (general public vs. healthcare workers). Most (57, 80.2%) were uploaded after the “Ov-HIPEC” trial (18 January 2018), with a trend toward more videos for healthcare workers (p = 0.07). Videos for the general public were shorter (p < 0.001) but received more views (p = 0.06) and likes (p = 0.09), though they were of lower quality. The DISCERN score averaged 50 (IQR: 35–60), with public-targeted videos being less informative (p < 0.001), a trend mirrored by the Misinformation Scale (p < 0.001) and GQS (p < 0.001). The PEMAT A/V scores showed 80% Understandability (IQR: 62–90) and 33% Actionability (IQR: 25–100), with no significant difference between groups (p = 0.15, p = 0.4). Conclusions: While YouTube™ provides useful information for healthcare professionals, it cannot be considered a reliable source for patients seeking information on HIPEC for ovarian cancer. Many videos contribute to misinformation by not properly explaining treatment indications, timing, adverse effects, multimodal approaches, or clinical trial findings. Full article

The development of information technology has transformed various aspects of life, including education, by making it more flexible, interactive, and accessible. One platform that plays an important role in this transformation is YouTube, a video sharing platform that allows users to upload, watch, share, and comment on videos online. YouTube is not only a medium of entertainment, but also a significant source of additional learning, especially in higher education such as the Informatics Engineering Department. The platform provides various learning materials, such as programming tutorials, computer network concepts, and software development, which can be accessed anytime and anywhere. YouTube’s advantages lie in its accessibility and the ability for users to repeat videos, making it easier to understand complex material. However, using YouTube as a learning resource also has its challenges, such as the difficulty in finding relevant and high-quality content, as well as the variety of academic standards used in the delivery of the material. Therefore, this study aims to evaluate the effectiveness of YouTube as an additional learning media and provide recommendations for the best channels for Informatics Engineering students. Factors, such as the number of views, the number of subscribers, the frequency of uploading new content, and the background of the content creator, are considered in channel selection. The Weighted Product (WP) method in the Decision Support System (SPK) is used to evaluate the effectiveness of YouTube based on predetermined standards. The research results are expected to provide recommendations for the most relevant and high-quality YouTube channels so as to improve students’ understanding of educational materials and optimize the use of digital learning resources. Full article

With advancements in digital technology, OpenCourseWare (OCW) has become a crucial tool for enhancing learning outcomes. Therefore, the innovative application of whiteboard animation in engineering mathematics education was explored, utilizing YouTube as a platform as a free digital learning resource. More than 300 animated teaching materials and implemented interactive mechanisms were developed to improve students’ study effectiveness and self-directed learning abilities. Pre-tests and post-tests were conducted in “Engineering Mathematics I” and “Engineering Mathematics II” to assess the educational effectiveness of whiteboard animation. The results presented significant improvements in students’ performance. The average scores of Engineering Mathematics I and II increased from 64.37 and 63.73 in the pre-test to 87.03 and 92.39 in the post-test. Whiteboard animation effectively enhanced the learning experience in engineering mathematics, improving students’ comprehension and motivation. Such results provide a reference for the development of digital education technologies in engineering. Full article