Consumption analysis of youtube’s entertaining and educational content from fifth to the eighth class of primary school

The goal of this paper is to examine YouTube’s consumption frequency, its educational and entertaining content, its content creators YouTubers and to analyze the relation of consumption frequency between educational and entertaining content on a sample of 100 students from fifth to the eighth class of primary school (46 girls and 54 boys). The study was conducted with the constructed questionnaire, which was divided into four categories: sociodemographic features, consumption frequency of educational and entertaining content, everyday habits during YouTube’s usage, and popularity of educational and entertaining channels, YouTubers. During data analysis descriptive statistics was used and ANOVA and T-test for independent samples for significant differences. Results have shown that students are on average spending more time on YouTube (M=3, 23) than on television (M=2, 67) where daily consumption increases with every higher class. Smartphones are being used as the main platform for YouTube’s usage for the majority of students, precisely said for 72 students. Results have also shown that entertaining contents (M=2.79) are more used than educational content (M=2.18) where music content (M=3.88), funny videos (M=3.38), and gaming videos (M=3.19) are being most used. The strongest statistical differences between girls and boys have been found in gaming content (p<.001), to the boys’ favour, and in beauty and style content (p<.001), to the girls’ favour. Furthermore, results have shown that the average majority of students (M=2.93) are precisely choosing which videos are they going to watch, with the taken fact that the majority of students are watching videos from subscribed channels. In the end, entertaining channels (M=2.51) are more popular than educational channels (M=1.39). On the results’ basis, it is now possible to conduct further research and findings of didactic-methodical values of YouTube as a teaching tool, mainly thinking on its entertaining content, with the goal to upgrade and enhance education praxis and to promote a teacher as self-reflexive and adaptable, freely said, explorer in his dynamic, ever-changing and challenging work.