Evaluation of educational videos using YouTube’s SMA: YouTube provides at least 60 metrics that can be used to analyse a video’s performance; however only the metrics listed in Table 1 were analysed for this project. The table reflects the metrics for a single video which was a video about how to wire an electrical distribution board. This video achieves an average of 440 views each day. Of the 128 comments posted by the public, a qualitative sentiment analysis shows that 98% of the comments were positive. The comments are mostly appreciative with many explicitly citing that the video is helpful. There are many comments requesting more tutorial videos on the associated topics. This video accrued 3423 likes and achieves an average of 11 likes per 1000 views. Another important metric is the likes to dislikes ratio. If the video is well liked, the ratio is higher. The distribution board video achieved a like to dislike ratio of over 94%. Since YouTube does not provide baselines for these metrics, determining what is considered a “good” result does depend on the context and purpose of the video, among other factors. Table 1 shows the metrics accrued for one of the five videos. Figure 2 shows the thumbnail of the video. The video in question achieved good metrics, which is one reason why this video is a recommended video on YouTube. The other four videos also achieved high ratings on YouTube. Evaluation of videos: A triangulation approach was followed to review the videos and their impact. First the videos were reviewed in a traditional format by students and peers, thereafter they were evaluated using YouTube’s SMA. Evaluation of educational videos using traditional methods: Using traditional evaluations such as student surveys and peer reviews, the videos were found to be useful. The standout feature was students personally contacting the presenter to express their gratitude for the videos. The lab technician who assists the students with the engineering practicals for the module noted that the videos had become an important part of the students’ preparation for the module. The videos had “improved the students’ ability and speed in performing their practicals”. The lab technician also reported that students often held their phones in hand watching one of the videos, while practising the practical steps. They listened to the presenter in the video by using earphones with the aim of using the video as a guide to practice their practical work. Since the students could pause, speed up, or slow down the video, they could work at their own pace and skip parts that they were already proficient in. Students noted that the videos showed the steps in a close-up view, which they said is helpful. Thus, the review of the videos by the UJ students was good and has become a critical part of their preparation for this section of their work. 1. 2. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2022 10
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