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The Impact of Educational Videos on the Academic Performance of University

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Article in Journal of Positive School Psychology · December 2022

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Journal of Positive School Psychology http://journalppw.com
2022, Vol. 6, No. 12, 1233-1249

The Impact Of Educational Videos On The Academic

Performance Of University Students In Distance Learning
Baber Ali 1, Dr. Fawad Baig 2

1
PhD Scholar, Faculty of Media & Mass Communication, University of Central Punjab (UCP), Lahore, Pakistan.
Email: baberali@gmail.com
2
Associate Professor & HoD, Faculty of Media & Mass Communication, University of Central Punjab (UCP),
Lahore, Pakistan. Email: fawadbaig123@yahoo.com

Abstract
This study aims to analyze the impact of using educational videos on the academic performance of
university students. It examines the impact of exposure to educational videos, attitude toward these videos
and motivation for using them on the academic performance. Further, this study also analyzes the
moderating effect of area (urban or rural) on the relationship of these three independent variables with the
academic performance. A survey was conducted among students of various academic faculties of Virtual
University of Pakistan. A total of 400 university students were sampled: 200 from urban areas and 200 from
rural areas of the country. The results of this study demonstrate that all of the three independent variables
have significant and positive impact on the academic performance of students. However, there is no
statistically significant mediating effect of area (urban or rural) on the relationship between each of
independent variables and the academic performance.

Keywords: Educational videos, digital videos, e-learning, exposure to educational videos, attitude
toward educational videos, motivation for educational videos, academic performance.

1. Introduction 2014). Integration of video-based education and

It is deemed that emerging research has brought learning methodologies in the mainstream
forth the idea of video-based educational contents academic settings has grown exponentially
as a key to enhancing literacy for both raising during the last few decades and has birthed an
awareness and educating the masses in formal, array of debates. Chief among these debates is
non-formal and informal learning domains. It is examining the relationship between audiovisual
an admixture of a melting pot of various educational contents and their impact on learning
technological and conceptual domains including and educational models especially in the post
communication, learning, psychology, education Covid-19 scenarios. The advancements and
and many more. It uses systems that utilize amalgamation of digital audiovisual media with
technological media communication and contemporary educational scenarios have enabled
provides educational materials to the students new forms of educational tools and
irrespective of their physical location (Dinc, methodologies (Farooq & Al‐Jandan, 2015;
2017; Yilmaz, 2019). Radianti et al., 2020).

Video-based learning has been used as an Media technologies are fast becoming
educational tool to assist in classroom teaching inevitable for the education system. These
and it predates World War – II (Yousef et al., systems allow incorporating digital media
 Baber Ali 1234

technologies in a diverse and unique teaching and Students’ behavior toward learning is also
learning processes in higher education (Johnson, changing and many students are now preferring
Becker, Estrada, & Freeman, 2014). Educational flexible, round-the-clock, and customizable
videos are now largely available owing to learning settings, which is characteristically
accessible Internet and equipment to produce enabled by the availability of online resources
video content. Moreover, with the rapid (Cronhjort & Weurlander, 2016). Majority of the
advancement of digital media technologies, the educational institutions and universities are
opportunities to produce, incorporate and share moving toward video-based online learning
educational videos have increased at university (Fiadotau, Sillaots, & Ibrus, 2019). Many studies
level (Kay & Kletskin, 2012). Many researchers also concluded that digital videos for educational
already acknowledge the effectiveness of the use purposes improve their perceived learning
of videos in education, advocating its usefulness experience (Bharani et al., 2017; Bond et al.,
as an integral tool for training (Rajadell & 2018; Nadeak & Naibaho, 2020). Tulinayo,
Garriga-Garzón, 2017) and video-based learning Ssentume, and Najjuma (2018) found positive
is changing the world’s education system (Ark, and significant relationship of students’
2012). perceived usefulness of digital technologies for
learning with their attitude towards use of these
Developments in information
technologies, their capacities to use it, and their
communication technologies (ICTs) have turned
intentions for using them.
into a very good resource with enormous
Despite the growing popularity of video-
possibilities (Nagy & Bernschütz, 2016).
assisted learning, few studies found that students'
Research scholars have become increasingly
attitudes toward online education practices were
sensitive to the way media is being used to
very negative, chiefly raising apprehensions
curated ideologies pertaining to various aspects
pertaining to lack of relational practices and skill
of pedagogy nowadays. Mayer, Fiorella and Stull
development (Dong, Cao, & Li, 2020;
(2020) have described the use of videos in various
Vandenberg & Magnuson, 2021). Furthermore,
asynchronous and synchronous educational
the third world countries are faced with many
environments and learning scenarios for both
challenges when it comes to the availability and
active and passive learning. Noetel et al. (2021)
usage of the technological infrastructure.
elucidated that the use of videos can assist
students in comprehending the course content and It is quite intriguing that students from
it also offers them the opportunity to partake in various class settings use digital videos for their
an engaging synchronous learning setting. Such learning and academic purposes, so ultimately
contemporary learning practices have been used there is a strong effect on their attitude. So, in this
by many universities to ensure better learning regard, there are some evidences from the study
outcomes (Alonso et al., 2011; Dang et al., 2016; of Bakeer (2018) explaining that attitudes of
Demaidi et al., 2019). Use of technology-based students toward available technology are very
learning models have positive results that positive and also enhance their learning in
improve students’ performance (Alonso et al., context of skills, grades and motivation to
2011), engagement (Anthony et al., 2019; Shen et learning of academic performances. Similarly,
al., 2009), and motivation levels (Boticki et al., Martí-Parreño, Galbis-Córdova, and Miquel-
2009). Romero (2018) also found that technology-based
learning is very attractive for students and it has
2. Students Perceptions about
a positive impact on their attitudes and
Educational Videos
perceptions.
 1235 Journal of Positive School Psychology

Wong et al. (2021) found that value to the delivery of knowledge in a traditional
dissatisfaction with the content and cognitive classroom. Technologies providing blogs, wikis
difficulties can decrease students’ unwillingness and social networking are changing the
to learn. It is also found that more exposure to dimensions of education (Roodt & Peier, 2013).
digital video has more negative effects on Though the Virtual University of Pakistan has
students learning (Choe et al., 2019; Hui & made its mark in the educational sector of
Campbell, 2018). Mahoney, Macfarlane and Pakistan, but there is still a significant dearth in
Ajjawi (2019) also suggested to check the impact video-based educational initiative and models
of digital video interventions on student learning. that exist in the country. Furthermore, there is a
realization to change and introduce innovative
3. Use of Educational Videos in Pakistan
technologies in tertiary level education also,
Pakistan is in the list of such countries where where still knowledge and informational contents
rapid developments in technology are taking are being communicated through conventional
place but few aspects such as video-based lectures (Arum et al., 2012). The concept of
educational technologies are in the infancy education and learning has recently evolved from
stages. It becomes pertinent to explore emerging a more primitive, instructor-led approach to a
and budding phenomena and understand the more contemporary learner-centric education
dynamics as to how a certain technology is modes empowering the end recipient, the student.
impacting education. In a country like Pakistan,
These technologies have influenced the
there are still many schools of thought that
way people acquire knowledge and the resources
believe that conventional teaching methodology
that they can tap in. It was found that the
cannot be overruled easily and that it will require
availability of educational videos resulted in
a lot of time before technology is fully inculcated
considerable improvement in the academic
in the mainstream education.
performance of college students (Nagy &
The rapid developments in ICTs, most Bernschütz, 2016). Even in hybrid teaching
importantly the access to high-speed Internet, environments, it was observed that videos
have impacted significantly on the learning increased productivity and engagement levels of
environments and have accelerated the use of students (Tang & Austin, 2009).
videos in higher education. There has been a
4. Video-based Learning and Academic
significant increase in the use of online courses
Performance
by the educational institutions and an increased
awareness among the academic circles as to how Video-based distance education enables students
videos can be used effectively to enhance the to access an enormous amount of information at
teaching and learning experience (Schneps et al., their own pace and level of comfort. Mustofa et
2010). In Pakistan, only Allama Iqbal Open al. (2022) examined the acceptance of economics
University (AIOU), and a more contemporary learning media through various movie clips, and
institution the Virtual University (VU) are studied perceived ease of use (PEU), perceived
offering programs in distance mode. VU is the usefulness (PU), attitude toward using (ATU),
first federally chartered public sector university and behavioral intention to use (BIU). In all the
of the country whose model is based completely direct and indirect effects, a significant
on modern information and communication relationship was discovered by them. Similarly,
technologies (ICTs). It offers its programs the study of Galatsopoulou et al. (2022)
through free-to-air satellite TV channels and concluded that students’ positive attitudes
Internet. Web-based technologies have added towards videos can be used in multiple active
 Baber Ali 1236

learning scenarios to enhance their motivation frameworks (Baig, 2011). Videos are deemed as
and engagement levels and provide a learning a popular resource in e-learning (Guo, Kim, &
environment that is joyful, collaborative, and Rubin, 2014).
welcoming (Bailey, Almusharraf, & Educational videos have unique features
Almusharraf, 2022; Dalle et al., 2021; Ghosh, like round-the-clock availability, accessibility
Jhamb, & Yu, 2022; Keržič et al., 2019; from any location, formally curated contents and
Songkram & Osuwan, 2022; Turan & Cetintas, up-to-date materials which provide tremendous
2020). benefits to the students and teachers and
contribute significantly to improving student
Moreover, Chantornet et al. (2011) stated
engagement in classroom activities. One such
that the satisfaction and motivation of students
example is YouTube which, over the years, has
can be increased in online learning environments
become one of the most popular video sharing
that are supported by digital videos. MacCallum
platforms, globally. It is also enabling students in
(2009) found that students are more likely to use
terms of accessing educational contents and
digital videos if they feel it can improve and
engaging classroom discussion and achieving
enhance their academic performance. Hence,
learning objectives more effectively (Sherer &
motivation is influenced by their satisfaction and
Shea, 2011).
simultaneously, it can affect the relationship
Another research by Tan and Pearce
between usefulness for academic performance
(2011) indicated that the use of video was an
(Chaiprasurt et al., 2011).
effective tool for providing subjective
Miller (2009) and Robin (2008) understanding to the students and engaging them
suggested that exposure to digital videos enables at the same time. Videos on various subjects
analytical thinking and enhances problem solving provide diversified ideas and opinions and can be
skills which enables effective approach to catered by different dissemination mechanisms.
synthesizing analyzing and evaluating knowledge Also, videos can incorporate examples to explain
and/or information. In addition, Sadik (2008) points better (Bravo, Amante, Simo, Enache, &
stated that exposure to digital videos encourages Fernandez, 2011).
students to think more deeply and assists them in On the flip side, Demetriadis and
personalizing their experiences, enriches their Pombortsis (2007) found that the main
knowledge and increases their academic inadequacy of online video lectures was the lack
performance. of interactivity and communication between the
students and the teachers.
Video-based instructional content, Zhang, Zhou, Briggs, and Nunamaker
nowadays, is becoming available and accessible (2006) found that while watching videos, features
in various online educational platforms (Baturay, providing more interactivity and control like
2015). These platforms, in recent years, have pause, rewind, stop, and play lessoned the
been identified as massive open online courses duration required for learning as the learners
popularly known as MOOCs. Few popular could specifically examine the essential parts or
MOOCs are Coursera, EdX, Udacity and Udemy could review the poorly understood content
which have become popular trends in higher repeatedly, thereby, enabling better knowledge
education scenarios. Many of these also have acquisition.
videos as an integral component of their Students nowadays have been sensitized
pedagogy. Online courses can be developed with with the use of online resources and have been
the help of open-source learning management found to consume academic and nonacademic
systems or adaptive hypermedia-based
 1237 Journal of Positive School Psychology

contents on the Web more than any other medium setting among students from the disciplines of
(Duvenger & Steffes, 2012). The upcoming English and Management depicted that exposure
generation after the “Millennials” onwards, are to digital video facilitated in understanding the
deemed as hyper-connected learners who relative facets of learning. Furthermore, it
fundamentally rely on cyber technologies for increased the emotional engagement significantly
gathering information (Buzzetto-More, 2013) throughout the learning process, thereby,
with a specific fondness toward user generated effecting the students’ academic performance
content (Jones & Shao, 2011). positively (South et al. 2008).

Some of the research pertaining to The traditional face-to-face learning

educational video show that the incorporation of scenario or a typical classroom environment is
videos in learning methodologies has more attributed by more interactive and discussion-
appeal for visual learners. This supports the basic based learning settings, whereas, video enables
premise of the Cognitive Theory of Multimedia learning through reflection which, otherwise,
Learning (Eick & King, 2012). The Cognitive would be difficult to achieve (South et al., 2008)
Theory of Multimedia Learning (Mayer, 1997) in traditional teaching setups. Lange (2008) also
states that every human possesses two separate claims that exposure to video may also encourage
channels to process auditory and visual participation and could have a positive impact on
information. The process of active learning takes learning processes and eventually on the
place when both channels process information outcomes. Prensky (2005) states that younger
and build memory. This phenomenon is also students are more inclined toward video contents
referred to as the dual channel assumption. because they find it more attractive and
According to Mayer and Moreno (2002) students enjoyable. The usage of educational videos
perform better when scientific information is eventually benefits them in their learning and
presented as animation and narration at a time. academic process. In a survey studying the use of
various teaching techniques, it was found that
After the advent and availability of media
younger students engaged more with multimedia
production tools, numerous educators and
content, and older students preferred to use video-
researchers have advocated the use of video as an
based content (Tang & Austin, 2009).
essential component for presenting the context or
initiating point of learning. Videos having good The advancements in media production
content like visuals, text and audio can be shared technologies and their availability to the masses
on different online communities (Goldman, have enabled people to produce educational
2007). Furthermore, videos can also be videos using their personal computers. Further,
interlinked with resource links, discussion video productions are no longer an expensive
boards, online chat and other forms of multimedia affair (Houston, 2000). Information and
content, as part of a distance learning communication technology (ICT) has now
environment (Karppinen, 2005). become an essential part of both online and
traditional education systems. Students,
A study of 147 psychology students
nowadays, are tech savvy and can make uses of
depicted that exposure to video by the students
ICTs more efficiently for their studies
was more impactful and beneficial as compared
(Henderson, Selwyn, & Aston, 2015). However,
to a simple text for presenting real-life scenarios
students in developing and underdeveloped
in order to improve students retention,
countries are also facing challenges to adapt to
comprehension and satisfaction (Choi & Johnson,
2007). A research study conducted in another
 Baber Ali 1238

the rapid transformations in education delivery This study is quantitative in nature and conducted
models and methods. on university students living in both urban and
This study aims to analyze the impact of rural areas of Pakistan. All university students of
exposure to educational videos, attitude toward Pakistan enrolled in distant learning programs
these videos and motivation for using them on the based on digital videos were considered as
academic performance of university students in population. Total 400 undergraduate level
the context of Pakistan. Further, this study is also students from Virtual University of Pakistan were
comparative in nature, analyzing academic taken as a sample, 200 from urban areas and 200
performance of students living in the urban and from rural areas. These students belonged to
rural areas of the country. different academic disciplines. Purposive
sampling technique was used, and data was
5. Hypotheses collected through Google Forms (an online
survey administration tool).
Keeping in view the aforementioned studies, the
A questionnaire was prepared in order to
following hypotheses are formulated to meet the
investigate the impact of usage of educational
objective of this study:
videos on the academic performance of university
H1: There is a positive and significant
students. This questionnaire was comprised of
impact of student’s exposure to
five sections: a) students’ demographics; b)
educational videos on their academic
exposure to educational videos; c) attitude toward
performance.
educational videos; d) motivation toward
H2: There is a positive and significant
educational videos; and e) academic
impact of students’ attitude toward
performance.
educational videos on their academic
After preparing the questionnaire, a pilot
performance.
study was conducted among 30 students to check
H3: There is a positive and significant
the reliability of the instrument. Cronbach’s
impact of students’ motivation for
Alpha values of four main variables including
educational videos on their academic
exposure to educational videos, attitude toward
performance.
educational videos, motivation toward
H4: There is more positive and
educational videos, and academic performance
significant impact of exposure to
were 0.715, 0.749, 0.755, and 0.718 respectively.
educational videos on academic
performance of urban students as
6.1. Measures
compared to rural students.
First three questions of the questionnaire focused
H5: There is more positive and
on the demographics of university students; that
significant impact of attitude toward
included gender (male or female), and area (urban
educational videos on academic
or rural). In this study, exposure to educational
performance of urban students as
videos, attitude toward educational videos, and
compared to rural students.
motivation for educational videos were taken as
H6: There is more positive and
independent variables, however, academic
significant impact of motivation for
performance was a dependent variable.
educational videos on academic
Statements for these four main variables can be
performance of urban students as
seen in Table 1.
compared to rural students.
First independent variable “Exposure to
Educational Videos” was measured with a 4-item
6. Methodology
 1239 Journal of Positive School Psychology

scale. Responses related to all four statements were also recorded on a five-point Likert scale,
were recorded on a five-point Likert scale. where 1 = extremely uncomfortable; 2 =
Response categories for the first statement related uncomfortable; 3 = neutral; 4 = comfortable; and
the purpose of watching educational videos 5 = extremely comfortable (see Matas, 2014).
include 1 = strongly disagree; 2 = disagree; 3 = A scale developed by Butt and Run
neutral; 4 = agree; and 5 = strongly agree (see (2012) was adapted to measure the second
Matas, 2014). Response categories for second independent variable “Attitude toward
item related to weekly exposure to educational Educational Videos” and this scale was consisted
videos include 1 = once a week; 2 = twice a week; of 10 items. A scale consisted of 15 items was
3 = thrice a week; 4 = four to five days a week; 5 used for third variable “Motivation for
= six to seven days a week. Response categories Educational Videos”, and it was adapted from a
for third item related to daily exposure to scale of academic motivation (Vallerand et al.,
educational videos include 1 = less than one hour; 1992), and scales for perceived ease of use and
2 = one to two hour; 3 = two to three hours; 4 = perceived usefulness (Davis, 1989;
three to four hours; 5 = more than four hours (see Galatsopoulou et al., 2022). A 10-item scale for
Gentile, Reimer, Nathanson, Walsh, & the dependent variable “Academic Performance”
Eisenmann, 2014). Responses for fourth item was adapted from the study of Galatsopoulou et
regarding comfortability while watching videos al. (2022).

Table 1 Statements for the Dependent and Independent Constructs in the Questionnaire

Exposure to Educational Videos (EEV)

1. I watch educational videos to fulfil my learning objectives.

2. How often do you watch educational videos in a week?

3. How many hours do you watch educational videos in a day?

4. How comfortable do you feel watching educational videos?

Attitude toward Educational Videos (AEV)

1. Educational videos are of good quality.

2. Educational videos are appropriate for the course learning objectives.

3. Educational videos are interesting.

4. Educational videos are persuasive.

5. Educational videos are appealing to my individual values.

6. Educational videos are informative.

7. Educational videos are objective.

8. Educational videos are meaningful.

9. Educational videos are realistic.

 Baber Ali 1240

10. Educational videos are easy to understand.

Motivation for Educational Videos (MEV)

1. I experience pleasure and satisfaction while learning new skills from educational videos.

2. I find it enjoyable to watch educational videos.

3. I experience broadening of my knowledge about subjects from educational videos.

4. In the case of educational videos, I have the option to listen to lectures of different instructors on the
same topic.

5. I feel pleasure when I surpass one of my achievements by using educational videos.

6. I experience personal satisfaction in using educational videos in my quest for excellence in my

studies.

7. I experience pleasure when educational videos help me in discussions with my peers.

8. I feel good about educational videos while studying subjects which appeal to me.

9. Watching educational videos makes me feel imaginative and gives me ideas.

10. Educational videos allow me to save time and focus on what is important.

11. I believe that educational videos are more engaging than classroom environment.

12. Educational videos motivate me to spend more time on study.

13. Educational videos save my time.

14. Watching educational videos enhances my creativity.

15. I feel happy that I can get knowledge through educational videos anywhere and anytime.

Academic Performance (AP)

1. It is easy to learn new concepts with the help of educational videos.

2. The use of educational videos contributes significantly to the acquisition of relevant knowledge.

3. Educational videos improves the quality of my understanding of the concepts.

4. Educational videos are helpful for gaining quick understanding of the concepts.

5. Educational videos are helpful for completing academic work in time.

6. Educational videos are helpful in maintaining attention while studying.

7. Educational videos reduces cognitive load.

8. The use of educational videos is effective in achieving learning goals.

9. Educational videos facilitate critical reflection.

10. Complex procedures can be understood easily with the help of educational videos.
 1241 Journal of Positive School Psychology

The responses for each statement of “Attitude male and 181 (45.25%) female students. Among
toward Educational Videos”, “Motivation for 400, fifty percent students belonged to the urban
Educational Videos”, and “Academic areas and other fifty percent were living in the
Performance” were recorded on a five-point rural areas.
Likert scale, where 1 = strongly disagree; 2 = In order to test hypotheses, regression
disagree; 3 = neutral; 4 = agree; and 5 = strongly analysis was applied. Hypothesis H1 predicted a
agree. significant and positive impact of student’s
exposure to educational videos on their academic
7. Results performance.
The descriptive analysis of demographic
variables indicated that there were 219 (54.75%)

Table 2 Impact of Exposure to Educational Videos on Academic Performance of Students

Variable B SEB β t Sig.
Constant 15.222 .826 18.434 .000
Exposure to Educational Videos .723 .115 .304 6.305 .000
Note: R square change=.093, F (1,389) = 39.75, p<.001

Table 2 shows that exposure to the variance in AP that is explained by EEV.

educational videos (EEV) has a statistically Though this value is low yet H1 is supported.
significant and positive impact on academic |The second hypothesis H2 posited a
performance (AP) of students (β=.304, t=6.305, positive and significant impact of students’
p=.000). Further, the R2 = .093 indicates 9.3% of attitude toward educational videos on their
academic performance.

Table 3 Impact of Attitude Toward Educational Videos on Academic Performance of Students

Variable B SEB β t Sig.
Constant 13.446 .758 17.742 .000
Attitude toward Educational Videos .331 .035 .430 9.375 .000
Note: R square change= .185, F (1,389) = 87.90, p<.001

Table 3 shows that attitude toward the variance in AP that is explained by AEV.
educational videos (AEV) has a statistically Though the value of R2 is low yet H2 is accepted.
significant and positive impact on academic Hypothesis H3 predicted a positive and
performance (AP) of students (β=.430, t= 9.375, significant impact of motivation for educational
p=.000). Further, the R2 = .185 indicates 18.5% of videos on their academic performance.

Table 4 Impact of Motivation for Educational Videos on Academic Performance of Students

Variable B SEB β t Sig.
Constant 13.460 .856 15.731 .000
Motivation for Educational Videos .225 .027 .407 8.256 .000
Note: R square change= .165, F (1,389) = 68.16, p<.001
 Baber Ali 1242

Table 4 shows that motivation for of exposure to educational videos on academic

educational videos (MEV) has a statistically performance of urban students as compared to
significant and positive impact on academic rural students. Simple moderation analysis
performance (AP) of students (β=.407, t=8.256, (model 1) was performed in Process Macro 4.0 to
p=.000). Further, the R2 = .165 indicates 16.5% of measure the moderating effect of area (urban or
the variance in AP that is explained by MEV. rural) on the relationship between exposure to
Though this value is low yet H3 is also supported. educational videos (EEV) and academic
The fourth hypothesis H4 of this study performance (AP).
assumed a more positive and significant impact

Table 5 Moderation Effect of Area and Exposure to Educational Videos on Academic Performance
Variable B SEB t Sig. LL UL
Constant 1.924 . 546 3.521 <.001 .850 2.99
Exposure to Educational Videos .251 .025 9.857 <.000 .201 .301
Area (Urban=1, Rural=2) -.505 .347 -1.455 .1462 -1.18 .177
EEV*Area .019 .0162 1.211 .226 -.012 .051
Note: R square change=.752, F (3,387) = 399.92, p<.001

Table 5 show that area of students does Hypothesis H5 posited a more positive
not moderate the relationship between EEV and and significant impact of attitude toward
AP (B= .019, t= 1.211, p=.226). Thus, H4 is not educational videos (AEV) on academic
supported. performance (AP) of urban students as compared
to rural students.

Table 6 Moderation Effect of Area and Attitude Toward Educational Videos on Academic Performance
Variable B SEB t Sig. LL UL
Constant 11.45 2.39 4.783 <.000 6.747 16.163
Attitude toward Educational Videos .446 .111 4.009 <.000 . 227 . 665
Area (Urban=1, Rural=2) 1.336 1.51 .881 .378 -1.64 4.31
AEV*Area -.077 .070 -1.09 .275 -.216 .061
Note: R square change=.187, F (3,387) = 29.72, p<.001

Table 6 show that area of students does H6 predicted a more positive and
not moderate the relationship between AEV and significant impact of motivation for educational
AP (B= -.077, t= -1.09, p= .275). Thus, H5 is not videos (MEV) on academic performance (AP) of
supported. urban students as compared to rural students.

Table 7 Moderation Effect of Area and Motivation for Educational Videos on Academic Performance
Variable B SEB t Sig. LL UL
Constant 9.5877 .6541 3.6124 <.000 4.37 14.80
Motivation for Educational Videos .999 .124 8.085 <.000 .755 1.24
Area (Urban=1, Rural=2) -2.523 1.67 -1.503 .134 -5.82 .778
MEV*Area .124 .0781 1.580 .114 -.030 .272
Note: R square change= .727, F (3,387) = 307.08, p<.001
 1243 Journal of Positive School Psychology

Table 7 show that area of students does not of students. This hypothesis was also accepted.
moderate the relationship between MEV and AP Further, regression analysis indicates 18.5% of
(B= .124, t= 1.580, p=.114). Thus, H6 is also not the variance in academic performance of students
supported. is explained by their attitude toward educational
videos. This finding is aligned with the results of
8. Discussion previous studies (Rajadell & Garriga-Garzón,
Despite varied research portraying mixed views 2017; Robin, 2009; Roodt & Peier, 2013).
pertaining to digital media incorporation in the The third hypothesis H3 of this study is
mainstream educational and learning scenarios, it also supported, which assumed a significant and
is depicted that the rapid developments in positive impact of motivation for educational
information and communication technologies videos on the academic performance of students.
(ICTs) will eventually overcome the Results show that 16.5% of the variance in
shortcomings that are propagated by different academic performance of students is explained by
opposing schools of thought. The robust internet their motivation for educational videos. Brav et
and communication technologies are enabling the al. (2011) also found that students get motivations
masses to access, use and create content that has from digital videos to achieve better academic
applications in almost all industries and services. performance.
Especially in the education sector, round-the- Moderating effect of area (urban or rural)
clock-access to education and greater flexibility was also studied in this study. Hypotheses H4, H5
to engage in educational experiences irrespective and H6 predicted a more positive and significant
of physical locations are deemed to be the future. impact of three main independent variables of
Students are no longer constrained by the four this study exposure to educational videos, attitude
walls of a classroom, and can now engage in toward educational videos, and motivation for
networked learning experiences with peers and educational videos on the academic performance
academics from around the world (Jayatilleke & of urban students as compared to rural students.
Gunawardena, 2016). All of these three hypotheses are not supported.
This study examined the impact of A possible explanation could be that better
educational videos on academic performance of Internet facilities in both urban and rural areas of
university students. First hypothesis H1 predicted Pakistan are still not available. Further, power
a significant and positive impact of exposure to shortage is another big problem in the country.
educational videos on the academic performance Such hurdles may affect overall exposure,
of students. The results show that this hypothesis attitude and motivation level of students,
is supported. Further, regression analysis regardless of their area.
indicates 9.3% of the variance in academic
performance is explained by exposure to 9. Conclusion
educational videos. Findings of previous studies This research demonstrates that exposure to
(Tan & Pearce, 2011; Tang & Austin, 2009; educational videos, attitude toward these videos,
Yousef et al., 2014; Zhang, Zhou, Briggs & and motivation to use them have a significant and
Nunamaker, 2006) also confirmed that usage of positive influence on the overall academic
digital videos have significant impact on performance of students. However, area (urban or
academic performance of students. rural) does not have a statistically significant
Hypothesis H2 predicted a significant moderating effect on the relationship of these
and positive impact of attitude toward three independent variables with academic
educational videos on the academic performance performance, possibly due to common problems
 Baber Ali 1244

in different areas of Pakistan like lack of internet 7698. https://doi.org/10.1007/s10639-

facilities and electricity shortage. This indicates 022-10949-1
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