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Through the lens of self-directed theory, the purpose of this paper is to investigate if social technologies such as YouTube will be viable to disseminate educational instructions and in the process empowering learners to take charge of their learning.

A total of 150 educational videos on YouTube were selected and 29,386 comments extracted using the authors’ customized extraction software application. Sentiment and qualitative content analyses were performed.

Results indicate that YouTube can play important roles in facilitating online self-directed learning (SDL) as the findings uncovered a variety of learning and social affordances of YouTube. However, caution should be exercised as high views and well-commented videos might not imply quality and credibility. This study concludes that YouTube generally provides a conducive a learning environment that affords learners the resources to meet their SDL objectives.

To the best of knowledge, this is the first study that investigates SDL in social media by combining both qualitative content and sentiment analyses. The study shows that such a hybrid approach of combining two diverse analytical techniques provides an innovative means to make sense of comments expressed in social media.

The results will help educational institutions and policy-makers to craft better programs for public education and create policies to help self-directed learners in evaluating online video resources.

Despite a wealth of literature on the use of technologies to support learning, the majority of work done to date has dealt in the classroom context. Studies on SDL using educational content on YouTube are limited. Hence, this research contributes by providing insights on how educational institutions can move toward the direction of building collaborative digital learning platforms with relevant educational instruction and resources to enable users to participate in lifelong self-learning and education.

Drawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource.

This study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model.

The results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person → behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment → person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior → person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning.

The factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource.

This study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.

The purpose of this paper is to investigate how perceived usability and user characteristics influence the intention to use a crowdsourcing application for finding potentially trafficked children. As part of this effort, the authors also attempt to uncover the usability concerns surrounding the use of this application.

The authors first describe Zhongxun, which is the application used in the present paper. Next, they conducted a survey eliciting usability perceptions of Zhongxun. A total of 287 participants were recruited for the survey which used constructs adapted from the Computer System Usability Questionnaire as well as various demographic variables. Hierarchical regression analysis was used to ascertain factors influencing intention to use Zhongxun. Participants' qualitative feedback was also analyzed to derive themes pertaining to areas of improvement.

The results showed that system usefulness was the factor that most positively influenced intention to use Zhongxun, followed by information quality and interface quality. Interestingly, a higher level of education was negatively associated with intention to use the application. Qualitative feedback suggested various ways of improving Zhongxun's functionality. Participants recommended the incorporation of gamification mechanisms as a new feature of the application. Cultivating awareness of Zhongxun was also suggested as a means to attract new users.

The work can help inform the design of crowdsourcing applications for finding missing and potentially trafficked children, as well as similar systems. Implications include the need for simplicity of design, communication strategies to attract new and retain existing users, and instilling confidence in the quality of crowdsourced contributions.

Prior research in evaluating the usability of crowdsourcing applications has been performed but not in the context of finding missing and potentially trafficked children. The task of finding such children is markedly different from previous usage contexts and could impact perceptions of usability and usefulness. Hence, the present study attempts to plug this research gap.

Despite the advantages of MOOCs (Massive Online Open Courses), the adoption rate is still low, especially in less developed countries. The present study aims to investigate the drivers and barriers faced by adopters and non-adopters of MOOCs, and examine how these factors influence the intention of MOOC adoption.

A survey questionnaire was developed to measure how the identified factors may impact adopters and non-adopters' intention of using MOOCs. Through both offline and online channels, 1018 valid questionnaires were collected in China. Multiple regression analysis was applied to test the influential factors for adopters and non-adopters of MOOCs.

This study found that the drivers (i.e. perceived usefulness, performance-to-cost value, and self-regulation) have similar effects on both adopters and non-adopters on intention to adopt MOOCs. What differs between the two groups are the barriers to MOOC adoption. While adopters considered educational tradition and peers' impact as major barriers, non-adopters regarded lack of publicity and relevant information to be an obstacle. In addition, both adopters and non-adopters were hindered by the lack of accessibility and instructions.

As all the participants of this study were from one country in Asia, the findings may not be applicable to explain the situation of MOOC adoption in other countries with different social and cultural context.

In addition to the perceptions of adopters, this study also reveals the perceptions of non-adopters of MOOCs, which has seldom been investigated. In addition, this study focuses on the context of economically disadvantaged regions which have been neglected in previous studies of MOOC adoption.

This paper aims to confront the rising threat of deepfake videos, focusing on the limited research on deepfake detection strategies among seniors. The study thus investigates seniors’ video credibility conceptualizations and identifies their deepfake detection strategies.

This study employed semi-structured interviews with 20 seniors aged 55 to 70. Areas covered include their perceptions of video information credibility and identification strategies undertaken. Qualitative content analysis was conducted to interpret interview responses.

Seniors emphasized the importance of objectivity, trustworthiness, believability, reliability and truthfulness in terms of video credibility. Regarding strategies for assessing video credibility, seniors employed five categories: character appearance, non-human visuals, audio, personal knowledge and external sources.

This study contributes to the literature on human-oriented deepfake detection strategies by uncovering diverse methods employed by seniors. It enhances the understanding of how individuals assess video credibility in the context of deepfakes. Furthermore, this study offers practical and applicable strategies for real-world deepfake detection.

The primary purposes of this paper are to understand perceptions regarding ICT use to support knowledge management (KM) and to identify suitable ICTs to support such initiatives. The aim is to study these objectives from the theoretical perspectives of the SECI model (i.e. socialization, externalization, combination and internalization).

A total of 100 working professionals who had prior KM implementation experiences participated in an online survey.

The authors found that survey respondents held positive attitudes towards the use of ICT to support different phases of the SECI model. It was also found that single ICT as well as varied combinations of ICTs were frequently used to facilitate the different phases of the SECI model.

The nature of this study may reduce the generalizability of its findings to other tasks or economic and cultural environments. Replication of this study in other contexts (e.g. other industries) would be extremely useful.

Understanding individuals' perceptions of ICT use as well as use of ICTs to support KM practices is important as it may affect the outcome of KM initiatives. Further, since spending on KM software and services are predicted to increase in the coming years, this research is therefore very timely.

This study systematically examines the use of single ICT as well as combinations of ICTs to facilitate different phases of the SECI model. This will contribute to an understanding of how ICT can be used to support KM initiatives in organizations.

The purpose of this paper is to investigate the effects of individuals’ perceived enjoyment and output quality on their intention to play human computation games (HCGs) for location-based content sharing.

This study employed a cross-sectional survey method, and recruited 205 undergraduate and graduate students from a local university. Participants played the developed mobile HCG for content sharing named Seek, PLAy, SHare (SPLASH), and thereafter completed a questionnaire that measured their perceptions of enjoyment, output quality, and intention to play.

Results indicated that individuals derived enjoyment from the affective and cognitive dimensions, which further influenced their intention to play HCGs. Moreover, perceived output relevancy was significant in predicting individuals’ intention to play HCGs such as SPLASH.

The design of HCG is complicated due to their entertainment-output generation duality. Understanding what factors contribute to HCG usage is therefore, an essential area of study. Based on the study’s findings, designers should pay attention to HCG features that engender affective and cognitive experiences, and appropriately signify the relevancy aspect of HCG outputs.

Although similar in many ways, HCGs differ from entertainment-oriented games by generating output as byproducts of gameplay. Hence, results obtained from prior research in games may not be readily applicable to the HCG context, and further investigations are necessary. Moreover, the multidimensional aspect of HCG enjoyment and output quality, and how these dimensions influence usage intention has yet to be examined. The outcomes of this study can be exploited to drive further research in the field of HCGs, and similar games that are not just for pure entertainment.

The purpose of this paper is to evaluate the Filipino search engine, Yehey! against what has become the industry standard, Google.

A total of 14 queries were submitted to Yehey! and Google. The top ten sites returned from each were examined for dates created and modified, domain name, the presence of dead or advertising links, the quality of the site as indicated by statements of responsibility and purpose as well as credentials, and overlap.

Despite its promise of providing access to Filipino cyberspace, Yehey! fell short on most of the measures used to evaluate the two search engines.

To date, little research has been conducted on local Asian search engines, despite the growth of internet use in the region.

Mobile devices used in educational settings are usually employed within a collaborative learning activity in which learning takes place in the form of social interactions between team members while performing a shared task. The authors aim to introduce MobiTOP (Mobile Tagging of Objects and People), a mobile annotation system that allows users to contribute and share geospatial multimedia annotations via mobile devices.

Field observations and interviews were conducted. A group of trainee teachers involved in a geography field study were instructed to identify rock formations by collaborating with each other using the MobiTOP system. The trainee teachers who were in the field were guided by their lab counterparts on the tasks required to identify the rock formations.

Participants were able to appreciate the fieldwork task as it augmented their classroom lessons. The system allowed them to communicate with one another in order to meet the objectives of the study. However, there were some technical difficulties in relation to the affordance of the mobile and web applications that affected the usefulness of the applications.

This study reports the design and implementation of a mobile annotation system that was evaluated in an actual classroom setting. The results of this work have implications for both mobile applications design and mobile learning.

Applications blending games with mobile content sharing have garnered much interest recently. In this paper, the authors aim to examine users' motivations for seeking and creating content in the context of Indagator, a mobile content sharing game. The authors also seek to investigate the impact of games on these motivations.

The authors conducted a user study where 28 participants used Indagator for a week to create and share content (annotations). Participants were interviewed. All interview responses, and annotations sought (5,799) and generated (599) were manually examined and coded to ascertain motivations.

Motivations for seeking content include awareness, task performance, exploratory play, killing time, and socialising. Those for creating include altruism, task performance, competitive play, killing time, reminder of experiences, self‐presentation, and socialising. Additionally, games served as a motivator for mobile content sharing systems, forming a mutually beneficial ecology with content sharing.

Prior work has not examined motivations for using mobile content sharing games, and has typically employed surveys rather than actual use of such applications. Understanding motivations has implications for developers. The benefits of incorporating games include increasing awareness for the application and addressing the “cold‐start” problem inherent in many newly introduced applications.