University learners’ utilisation of online videos in a general chemistry course

  • Gülgün Afacan Adanır Open and Distance Education Faculty, Ankara University, Ankara, Turkey
  • Gulshat Muhametjanova Department of Applied Mathematics and Informatics, Faculty of Sciences, Kyrgyz- Turkish Manas University, Bishkek, Kyrgyz Republic
  • Bakyt Borkoev Department of Chemical Engineering, Faculty of Engineering, Kyrgyz-Turkish Manas University, Bishkek, Kyrgyz Republic
  • Kalipa Salieva Department of Chemical Engineering, Faculty of Engineering, Kyrgyz-Turkish Manas University, Bishkek, Kyrgyz Republic
Keywords: online video, chemistry, utilisation factors, instructional video, ICT tools


The effectiveness of course videos needs to be analysed, and in doing so, it is important to consider the utilisation behaviours and opinions of learners. In this regard, this study was primarily conducted to analyse Kyrgyz learners’ utilisation of videos in a general chemistry course provided at the university level. This study was conducted during the 2019–2020 spring term at a state university in the Kyrgyz Republic and was structured using a mixed-method approach. The total number of participants was 105 Kyrgyz learners studying at the undergraduate level. Quantitative data were collected through an online survey, which consisted of demographic questions and items related to the utilisation of chemistry videos. Qualitative data were obtained through in-depth interviews with 13 learners. It was demonstrated through the data that learners used chemistry videos for 1–2 h per week. Also, the learners’ utilisation did not change with regard to their success from watching the videos. Learners’ utilisation of the chemistry videos was based on five factors: intrinsic motivation, self-concept of ability, self-perception of conscientiousness, video use and expectations of an online video library. This study also provided results regarding Kyrgyz learners’ problems and suggestions related to their utilisation of the videos.


Download data is not yet available.


Altinpulluk, H., et al., (2020) ‘The influence of segmented and complete educational videos on the cognitive load, satisfaction, engagement, and academic achievement levels of learners’, Journal of Computers in Education, vol. 7, no. 2, pp. 155–182. doi: 10.1007/s40692-019-00151-7

Adanır, G. A., et al., (2020) ‘Kyrgyz learners’ and teachers’ experiences and perceptions related to ICT use in high school courses’, Education and Information Technologies, vol. 25, no. 6, pp. 4765–4780. doi: 10.1007/s10639-020-10196-2

Beheshti, M., et al., (2018) ‘Characteristics of instructional videos’, World Journal on Educational Technology: Current Issues, vol. 10, no. 1, pp. 61–69. doi: 10.18844/wjet.v10i1.3186

Benkada, C. & Moccozet, L. (2017) ‘Enriched interactive videos for teaching and learning’, 21st International Conference Information Visualisation (IV), London, UK, pp. 344–349.

Bentler, P. M. (1990) ‘Comparative fit indexes in structural models’, Psychological Bulletin, vol. 107, no. 2, pp. 238–246. doi: 10.1037/0033-2909.107.2.238

Bonafini, F., et al., (2017) ‘How much does student engagement with videos and forums in a MOOC affect their achievement?’, Online Learning Journal, vol. 21, no. 4, pp. 223–240. doi: 10.24059/olj.v21i4.1270

Chen, S. Y. & Liu, S. Y. (2020) ‘Using augmented reality to experiment with elements in a chemistry course’, Computers in Human Behavior, vol. 111, no. 2020, pp. 1–12. doi: 10.1016/j.chb.2020.106418

Costa, C., Alvelos, H. & Teixeira, L. (2018) ‘Students’ acceptance of an educational videos platform: a study in a Portuguese University’, International Journal of Information and Communication Technology Education (IJICTE), vol. 14, no. 1, pp. 86–102. doi: 10.4018/IJICTE.2018010107

Davis, F. D. (1989) ‘Perceived usefulness, perceived ease of use and use acceptance of information technology’, MIS Quarterly, vol. 13, no. 3, pp. 319–339. doi: 10.2307/249008

Edwards, B. I., et al., (2019) ‘Haptic virtual reality and immersive learning for enhanced organic chemistry instruction’, Virtual Reality, vol. 23, no. 4, pp. 363–373. doi: 10.1007/s10055-018-0345-4

Fırat, M., Kılınç, H. & Yüzer, T. V. (2018) ‘Level of intrinsic motivation of distance education students in e-learning environments’, Journal of Computer Assisted Learning, vol. 34, no. 1, pp. 63–70. doi: 10.1111/jcal.12214

Harrison, T. (2020) ‘How distance education students perceive the impact of teaching videos on their learning’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 35, no. 3, pp. 260–276. doi: 10.1080/02680513.2019.1702518

Ketsman, O., Daher, T. & Colon Santana, J. A. (2018) ‘An investigation of effects of instructional videos in an undergraduate physics course’, E-learning and Digital Media, vol. 15, no. 6, pp. 267–289. doi: 10.1177/2042753018805594

Laaser, W. & Toloza, E. A. (2017) ‘The changing role of the educational video in higher distance education’, The International Review of Research in Open and Distributed Learning, vol. 18, no. 2, pp. 264–276. doi: 10.19173/irrodl.v18i2.3067

Metruk, R. (2018) ‘Extensive listening practice of EFL learners with authentic English videos’, Teaching English with Technology, vol. 16, no. 4, pp. 3–19.

Nagy, J. T. (2018) ‘Evaluation of online video usage and learning satisfaction: an extension of the technology acceptance model’, International Review of Research in Open and Distributed Learning, vol. 19, no. 1, pp. 160–185. doi: 10.19173/irrodl.v19i1.2886

Pölloth, B., Schwarzer, S. & Zipse, H. (2019) ‘Student individuality impacts use and benefits of an online video library for the Organic Chemistry laboratory’, Journal of Chemical Education, vol. 97, no. 2, pp. 328–337. doi: 10.1021/acs.jchemed.9b00647

Rogers, E. M. (1995) Diffusion of Innovations, Free Press, New York.

Santos Espino, J. M., Afonso Suárez, M. D. & González-Henríquez, J. J. (2020) ‘Video for teaching: classroom use, instructor self-production and teachers’ preferences in presentation format’, Technology, Pedagogy and Education, vol. 29, no. 2, pp. 147–162. doi: 10.1080/1475939X.2020.1726805

Sauli, F., Cattaneo, A. & van der Meij, H. (2018) ‘Hypervideo for educational purposes: a literature review on a multifaceted technological tool’, Technology, Pedagogy and Education, vol. 27, no. 1, pp. 115–134. doi: 10.1080/1475939X.2017.1407357

Scagnoli, N. I., Choo, J. & Tian, J. (2019) ‘Students’ insights on the use of video lectures in online classes’, British Journal of Educational Technology, vol. 50, no. 1, pp. 399–414. doi: 10.1111/bjet.12572

Schmidt-McCormack, J. A., et al., (2017) ‘Design and implementation of instructional videos for upper-division undergraduate laboratory courses’, Chemistry Education Research and Practice, vol. 18, no. 4, pp. 749–762. doi: 10.1039/C7RP00078B

Setiawati, A., et al., (2021) ‘The 21st century skills on chemistry learning based on virtual lab in senior high school’, JPPS (Jurnal Penelitian Pendidikan Sains), vol. 11, no. 1, pp. 27–39. doi: 10.26740/jpps.v11n1.p27-39

Suchyadi, Y., Safitri, N. & Sunardi, O. (2020) ‘The use of multimedia as an effort to improve elementary teacher education study program college students’ comprehension ability and creative thinking skills in following science study courses’, JHSS (Journal of Humanities and Social Studies), vol. 4, no. 2, pp. 201–205. doi: 10.33751/jhss.v4i2.2549

Sukor, N. S. A. & Fisal, S. F. M. (2020) ‘Safety, connectivity, and comfortability as improvement indicators of walkability to the bus stops in Penang Island’, Engineering, Technology & Applied Science Research, vol. 10, no. 6, pp. 6450–6455. doi: 10.48084/etasr.3849

Vanslambrouck, S., et al., (2018) ‘Students’ motivation and subjective task value of participating in online and blended learning environments’, The Internet and Higher Education, vol. 36, no. 2018, pp. 33–40. doi: 10.1016/j.iheduc.2017.09.002

Venkatesh, V., et al., (2003) ‘User acceptance of information technology: toward a unified view’, MIS Quarterly, vol. 27, no. 3, pp. 425–478. doi: 10.2307/30036540

Yildirim, G. (2017) ‘The users’ views on different types of instructional materials provided in virtual reality technologies’, European Journal of Education Studies, vol. 3, no. 11, pp. 150–172. doi: 10.5281/zenodo.1045349

Yükselir, C. & Kömür, S. (2017) ‘Using online videos to improve speaking abilities of EFL learners’, Online Submission, vol. 3, no. 5, pp. 255–266. doi: 10.5281/zenodo.49575
How to Cite
Afacan Adanır G., Muhametjanova G., Borkoev B., & Salieva K. (2022). University learners’ utilisation of online videos in a general chemistry course. Research in Learning Technology, 30.
Original Research Articles