2,495
Views
7
CrossRef citations to date
0
Altmetric
Articles

Motivations to seek science videos on YouTube: free-choice learning in a connected society

References

  • AbiGhannam, N., Kahlor, L., Dudo, A., Liang, M.-C., Rosenthal, S., & Banner, J. L. (2015). Expectancies and motivations to attend an informal science lecture series. International Journal of Science Education, Particle B, 6, 215–238. doi: 10.1080/21548455.2015.1039468
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. doi: 10.1016/0749-5978(91)90020-T
  • Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52, 27–58. doi: 10.1146/annurev.psych.52.1.27
  • Ajzen, I. (2006). Constructing a TPB questionnaire: Conceptual and methodological considerations. Retrieved from http://people.umass.edu/aizen/pdf/tpb.measurement.pdf
  • Ajzen, I., & Driver, B. L. (1992). Application of the theory of planned behavior to leisure choice. Journal of Leisure Research, 24(3), 207–224.
  • Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: A meta-analytic review. British Journal of Social Psychology, 40, 471–499. doi: 10.1348/014466601164939
  • Barry, D. S., Marzouk, F., Chulak-Oglu, K., Bennett, D., Tierney, P., & O'Keeffe, G. W. (2016). Anatomy education for the YouTube generation. Anatomical Sciences Education, 9(1), 90–96. doi: 10.1002/ase.1550
  • Bond, R., & Smith, P. B. (1996). Culture and conformity: A meta-analysis of studies using Asch’s (1952b, 1956) line judgment task. Psychological Bulletin, 119(1), 111–137. doi: 10.1037/0033-2909.119.1.111
  • Bondad-Brown, B. A., Rice, R. E., & Pearce, K. E. (2012). Influences on TV viewing and online user-shared video use: Demographics, generations, contextual age, media use, motivations, and audience activity. Journal of Broadcasting & Electronic Media, 56(4), 471–493. doi: 10.1080/08838151.2012.732139
  • Broadband Commission. (2014). The state of broadband 2014: Broadband for all. Retrieved from Geneva http://www.broadbandcommission.org/documents/reports/bb-annualreport2014.pdf
  • Burns, M., & Medvecky, F. (2016). The disengaged in science communication: How not to count audiences and publics. Public Understanding of Science. doi: 10.1177/0963662516678351
  • Chao, Y. L., & Lam, S. P. (2011). Measuring responsible environmental behavior: Self-reported and other-reported measures and their differences in testing a behavioral model. Environment and Behavior, 43(1), 53–71. doi: 10.1177/0013916509350849
  • Chittenden, D., Farmelo, G., & Lewenstein, B. V. (2004). Creating connections: Museums and the public understanding of current research. Walnut Creek, CA: AltaMira Press.
  • Cho, J., Shah, D. V., McLeod, J. M., McLeod, D. M., Scholl, R. M., & Gotlieb, M. R. (2009). Campaigns, reflection, and deliberation: Advancing an O-S-R-O-R model of communication effects. Communication Theory, 19(1), 66. doi: 10.1111/j.1468-2885.2008.01333.x
  • Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1991). A focus theory of normative conduct: A theoretical refinement and reevaluation of the role of norms in human-behavior. Advances in Experimental Social Psychology, 24, 201–234. doi: 10.1016/s0065-2601(08)60330-5
  • Cooke, L. (2005). A visual convergence of print, television, and the internet: Charting 40 years of design change in news presentation. New Media & Society, 7(1), 22–46. doi: 10.1177/1461444805049141
  • Dudo, A. (2015). Scientists, the media, and the public communication of science. Sociology Compass, 9(9), 761–775. doi: 10.1111/soc4.12298
  • Earnheardt, M. B. (2013). Motivating the U.S. Voter: The functions of elaboration and political motives when using TV and the internet. Atlantic Journal of Communication, 21(1), 65–94. doi: 10.1080/15456870.2012.728116
  • Ellingsen, S. (2014). Seismic shifts: Platforms, content creators and spreadable media. Media International Australia, 150, 106–113. doi: 10.1177/1329878X1415000121
  • Falk, J. H., & Dierking, L. D. (2002). Lessons without limit: How free-choice learning is transforming education. Walnut Creek, CA: AltaMira Press.
  • Falk, J. H., Dierking, L. D., Swanger, L. P., Staus, N., Back, M., Barriault, C., … Verheyden, P. (2016). Correlating science center use with adult science literacy: An international, cross-institutional study. Science Education, 100(5), 849–876. doi: 10.1002/sce.21225
  • Falk, J. H., & Needham, M. D. (2013). Factors contributing to adult knowledge of science and technology. Journal of Research in Science Teaching, 50(4), 431–452. doi: 10.1002/tea.21080
  • Falk, J. H., Storksdieck, M., & Dierking, L. D. (2007). Investigating public science interest and understanding: Evidence for the importance of free-choice learning. Public Understanding of Science, 16(4), 455–469. doi: 10.1177/0963662506064240
  • Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168–185. doi: 10.1002/sce.20414
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
  • Go, E., You, K. H., Jung, E., & Shim, H. (2016). Why do we use different types of websites and assign them different levels of credibility? Structural relations among users’ motives, types of websites, information credibility, and trust in the press. Computers in Human Behavior, 54, 231–239. doi: 10.1016/j.chb.2015.07.046
  • Gogolin, L., & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitudes toward science of nonscience college students. Journal of Research in Science Teaching, 29(5), 487–504. doi: 10.1002/tea.3660290505
  • Griffin, R. J., Dunwoody, S., & Neuwirth, K. (1999). Proposed model of the relationship of risk information seeking and processing to the development of preventive behaviors. Environmental Research, 80(2), S230–S245. doi: 10.1006/enrs.1998.3940
  • Hashmeta. (2016). Social media Singapore 2015. Retrieved from http://www.hashmeta.com/social-media-singapore-infographic/
  • Ho, S. S., Detenber, B. H., Rosenthal, S., & Lee, E. (2012). Seeking information about climate change: Attention to news media, objective knowledge, and other antecedents in an augmented PRISM. Paper presented at the annual meeting of the association for education in journalism and mass communication, Chicago.
  • Ho, S. S., Detenber, B. H., Rosenthal, S., & Lee, E. W. J. (2014). Seeking information about climate change: Effects of media use in an extended PRISM. Science Communication, 36(3), 270–295. doi: 10.1177/1075547013520238
  • Housing Development Board. (2014). Key statistics. Singapore. Retrieved from http://www20.hdb.gov.sg/fi10/fi10320p.nsf/ar2014/pdf/HDB_Key%20Statistics_13_14_d9_HiRes.pdf
  • Housing Development Board. (2015). Online buzz: Can a BTO flat applicant retain his queue number if he cancels his application under a priority scheme? Singapore. Retrieved from http://hdbspeaks.sg/fi10/fi10336p.nsf/cw/FlatBallotingProcess?OpenDocument
  • Housing Development Board. (2016). Ethnic integration policy and SPR quota. Singapore. Retrieved from http://www.hdb.gov.sg/cs/infoweb/residential/buying-a-flat/resale/ethnic-integration-policy-and-spr-quota
  • Hovick, S. R., Kahlor, L., & Liang, M. C. (2014). Personal cancer knowledge and information seeking through PRISM: The planned risk information seeking model. Journal of Health Communication, 19(4), 511–527. doi: 10.1080/10810730.2013.821556
  • Infocomm Development Authority of Singapore. (2015). Living the iN2015 vision. Singapore: Author. Retrieved from https://www.ida.gov.sg/~/media/Files/Infocomm%20Landscape/iN2015/IDAInfographi.pdf.
  • International Telecommunication Union. (2016). Singapore profile. Retrieved from https://www.google.com/url?q=https://www.google.com/url?q=https://www.itu.int/net4/itu-d/icteye/CountryProfileReport.aspx3FcountryID3D214&sa=U&ved=0ahUKEwjQnbu1jLfTAhVJtY8KHZ7rBYUQFggLMAM&client=internal-uds-cse&usg=AFQjCNE6Dh9-ymlroCU2Kbtx-DFfNaB4gg
  • Jung, I., & Lee, Y. (2015). Youtube acceptance by university educators and students: A cross-cultural perspective. Innovations in Education and Teaching International, 52(3), 243–253. doi: 10.1080/14703297.2013.805986
  • Kahlor, L. (2010). PRISM: A planned risk information seeking model. Health Communication, 25(4), 345–356. doi: 10.1080/10410231003775172
  • Kahlor, L., & Rosenthal, S. (2009). If we seek, do we learn? Predicting knowledge of global warming. Science Communication, 30(3), 380–414. doi: 10.1177/1075547008328798
  • Khan, M. L. (2017). Social media engagement: What motivates user participation and consumption on YouTube? Computers in Human Behavior, 66, 236–247. doi: 10.1016/j.chb.2016.09.024
  • Kind, T., & Evans, Y. (2015). Social media for lifelong learning. International Review of Psychiatry, 27(2), 124–132. doi: 10.3109/09540261.2014.990421
  • Korhan, O., & Ersoy, M. (2016). Usability and functionality factors of the social network site application users from the perspective of uses and gratification theory. Quality & Quantity, 50(4), 1799–1816. doi: 10.1007/s11135-015-0236-7
  • Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50. doi:10.1080/09500693.2011.518645 doi: 10.1080/09500693.2010.518645
  • Lapinski, M. K., & Rimal, R. N. (2005). An explication of social norms. Communication Theory, 15(2), 127–147. doi: 10.1111/j.1468-2885.2005.tb00329.x
  • Leshner, A. I. (2003). Public engagement with science. Science, 299(5609), 977–977. doi: 10.1126/science.299.5609.977
  • Li, S.-C. S. (2015). Lifestyles and the adoption of information versus entertainment technologies: An examination on the adoption of six new technologies in Taiwan. New Media & Society, 17(10), 1696–1714. doi: 10.1177/1461444814531874
  • Lin, H. S., Lawrenz, F., Lin, S. F., & Hong, Z. R. (2013). Relationships among affective factors and preferred engagement in science-related activities. Public Understanding of Science, 22(8), 941–954. doi: 10.1177/0963662511429412
  • Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social Media for teaching in higher education. Computers & Education, 95, 216–230. doi: 10.1016/j.compedu.2016.01.012
  • McLeod, J. M., Kosicki, G. M., & McLeod, D. M. (1994). The expanding boundaries of political communication effects. In J. Bryant & D. Zillmann (Eds.), Media effects: Advances in theory and research (2nd ed., pp. 123-162). Hillsdale, NJ: Lawrence Erlbaum.
  • Meyrowitz, J. (1985). No sense of place: The impact of electronic media on social behavior. New York: Oxford University Press.
  • Michael, M. (2009). Publics performing publics: Of PiGs, PiPs and politics. Public Understanding of Science, 18(5), 617–631. doi: 10.1177/0963662508098581
  • Moll, R., & Nielsen, W. (2016). Development and validation of a social media and science learning survey. International Journal of Science Education, Particle B, 14–30. doi: 10.1080/21548455.2016.1161255
  • Muller, D. [Veritasium]. (2015, July 15). Surprising applications of the Magnus effect. [Video file]. Retrieved from https://www.youtube.com/watch?v = 2OSrvzNW9FE
  • Nisbet, M. C., & Scheufele, D. A. (2009). What's next for science communication? Promising directions and lingering distractions. American Journal of Botany, 96(10), 1767–1778. doi: 10.3732/ajb.0900041
  • Park, N., Kee, K. F., & Valenzuela, S. (2009). Being immersed in social networking environment: Facebook groups, uses and gratifications, and social outcomes. Cyberpsychology & Behavior, 12(6), 729–733. doi: 10.1089/cpb.2009.0003
  • Rosenthal, S. (2011). Self-identity and past behavior in risk information seeking intention: An augmented PRISM. Paper presented at the annual meeting of the association for education in journalism and mass communication, Saint Louis, MO.
  • Ross, L., Kohler, C. L., Grimley, D. M., & Anderson-Lewis, C. (2007). The theory of reasoned action and intention to seek cancer information. American Journal of Health Behavior, 31(2), 123–134. doi:10.5555/ajhb.2007.31.2.123 doi: 10.5993/AJHB.31.2.2
  • Rubin, A. M. (1983). Television uses and gratifications: The itneractions of viewing patterns and motivations. Journal of Broadcasting, 27(1), 37–51. doi: 10.1080/08838158309386471
  • Rubin, A. M. (1994). Media uses and effects: A uses-and-gratifications perspective. In J. Bryant & D. Zillmann (Eds.), Media effects: Advances in theiry and research (pp. 417–436). Hillsdale, NJ: Lawerence Erlbaum.
  • Schmidt, T. (2013). Informal education of medical doctors on the internet. In J. Mantas & A. Hasman (Eds.), Informatics, management and technology in healthcare (Vol. 190, pp. 92–94). Amsterdam: Ios Press.
  • Schwan, S., Grajal, A., & Lewalter, D. (2014). Understanding and engagement in places of science experience: Science museums, science centers, zoos, and aquariums. Educational Psychologist, 49(2), 70–85. doi: 10.1080/00461520.2014.917588
  • Shah, D. V., Cho, J., Nah, S., Gotlieb, M. R., Hwang, H., Lee, N. J.,  …  McLeod, D. M. (2007). Campaign ads, online messaging, and participation: Extending the communication mediation model. Journal of Communication, 57(4), 676–703. doi: 10.1111/j.1460-2466.2007.00363.x
  • Shapiro, M. A., & Park, H. W. (2015). More than entertainment: YouTube and public responses to the science of global warming and climate change. Social Science Information, 54(1), 115–145. doi: 10.1177/0539018414554730
  • Sheeran, P. (2002). Intention-behavior relations: A conceptual and empirical review. European Review of Social Psychology, 12(1), 1–36. doi: 10.1080/14792772143000003
  • Stilgoe, J., Lock, S. J., & Wilsdon, J. (2014). Why should we promote public engagement with science? Public Understanding of Science, 23(1), 4–15. doi: 10.1177/0963662513518154
  • Su, L. Y. F., Akin, H., Brossard, D., Scheufele, D. A., & Xenos, M. A. (2015). Science news consumption patterns and their implications for public understanding of science. Journalism & Mass Communication Quarterly, 92(3), 597–616. doi: 10.1177/1077699015586415
  • Sugimoto, C. R., & Thelwall, M. (2013). Scholars on soap boxes: Science communication and dissemination in TED videos. Journal of the American Society for Information Science and Technology, 64(4), 663–674. doi: 10.1002/asi.22764
  • U.S. National Science Foundation. (n.d.). Now showing: Film, TV, museums & more. Retrieved from https://www.nsf.gov/news/now_showing/
  • Uren, V., & Dadzie, A. S. (2015). Public science communication on twitter: A visual analytic approach. Aslib Journal of Information Management, 67(3), 337–355. doi: 10.1108/ajim-10-2014-0137
  • Vedder-Weiss, D., & Fortus, D. (2013). School, teacher, peers, and parents’ goals emphases and adolescents’ motivation to learn science in and out of school. Journal of Research in Science Teaching, 50(8), 952–988. doi: 10.1002/tea.21103
  • Wang, A. T., Sandhu, N. P., Wittich, C. M., Mandrekar, J. N., & Beckman, T. J. (2012). Using social media to improve continuing medical education: A survey of course participants. Mayo Clinic Proceedings, 87(12), 1162–1170. doi: 10.1016/j.mayocp.2012.07.024
  • Weiser, E. B. (2001). The functions of internet use and their social and psychological consequences. Cyberpsychology & Behavior, 4(6), 723–743. doi: 10.1089/109493101753376678
  • Welbourne, D. J., & Grant, W. J. (2016). Science communication on YouTube: Factors that affect channel and video popularity. Public Understanding of Science, 25(6), 706–718. doi: 10.1177/0963662515572068
  • Zhang, L. Z., & Zhang, W. Y. (2013). Real-time internet news browsing: Information vs. Experience-related gratifications and behaviors. Computers in Human Behavior, 29(6), 2712–2721. doi: 10.1016/j.chb.2013.07.009
  • Zhou, R. G., Fong, P. S. W., & Tan, P. K. (2014). Internet use and its impact on engagement in leisure activities in China. Plos One, 9(2), e89598. doi: 10.1371/journal.pone.0089598

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.