Qualitative Descriptive Study on the Use of Instructional Videos by Undergraduate Students

Abstract

Abstract This qualitative descriptive study explored the use of instructional videos by undergraduate students at community colleges and universities in the southeastern United States. The technology acceptance model (TAM) was used as the framework for this study. According to the TAM, the use of technology is influenced by perceptions related to the ease of use, enjoyment, and usefulness of the technology. Therefore, the research questions were, “How do undergraduate students describe their use of instructional videos?” and “How do undergraduate students describe their perceptions of the ease of use, usefulness, and enjoyment of instructional videos?” The sample included 20 research participants. Eleven participants chose to be interviewed individually, and nine participants chose to attend one of three focus groups. Reflexive thematic analysis identified seven themes: use, usefulness, enjoyment, ease of use, length of video, video characteristics, and student factors. Usefulness, the most important determinant for use, is increased when the videos contain the specific information that is needed for success in the class. Students also consider the length, and occasionally enjoyment, when deciding whether to watch videos and how they watch videos. Students employ a variety of strategies, such as speeding up the video, to obtain the information needed using the least amount of time. The use of instructional videos is also influenced by certain video characteristics and student factors. Although ease of use does not influence intention to use, actual usage can be impacted by challenges related to ease of use. The findings from this study increase understanding related to the use of instructional videos and can be applied to increase the likelihood that students will use, and therefore benefit, from instructional videos.