Abstract
ABSTRACT Present study investigates the motives that pre-service computer education and instructional technologies (CEIT) teachers employ while deciding on the level, type, way of engagement with and the length of YouTube videos that they watch. The investigation is based on the various demographic variables such as gender and content creation status. Non-experimental comparative and descriptive designs are utilized for the purposes of the study. 253 pre-service CEIT teachers took part in the study after being selected purposively depending on their YouTube experience Results of the study revealed that the dominant motive of pre-service CEIT teachers in deciding on which YouTube video to watch is “information seeking” and that they show passive engagement in watching existing content on YouTube and reading related comments. While both YouTube use motives differ by gender, YouTube engagement and content creation status appeared not to vary as much. The most striking finding of the study is about the duration of watching instructive videos, as these videos with different features were found to be viewed by participants for 5–10, 10–20, or 30+ minutes. Present study also recommends some implications about how to develop instructive video content and the appropriate YouTube video length.
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