From views to value: investigating YouTube as a tool for academic support among undergraduate students

Abstract

Purpose The purpose of this study is to examine the use of YouTube as an academic learning resource among undergraduate students and to assess their perceptions, usage behavior and the challenges they face while using the platform for academic purposes. Design/methodology/approach The study used a quantitative survey with a structured questionnaire among undergraduate students of Ananda Chandra College, Jalpaiguri, West Bengal, India. A total of 526 valid responses, determined via the Krejcie and Morgan table (95% confidence, ± 5% margin), were analyzed using SPSS 25. Descriptive statistics (mean, standard deviation) summarized responses, while inferential analyses included chi-square tests, independent t-tests, repeated measures Analysis of Variance (ANOVA) and univariate factorial ANOVA to examine demographic effects and interactions on perceptions of YouTube’s academic utility. Findings The study revealed that all respondents used YouTube daily, with the largest proportion (42.6%) spending 2–3 h on the platform. Entertainment-related videos were the most viewed, followed closely by academic content. Students aged 19–21 years reported higher levels of YouTube usage than other age groups, demonstrating a significant association between age and daily usage patterns. A large majority of respondents subscribed to educational channels, with Khan Academy/Khan Sir (general education and competitive examination preparation) and Drishti IAS (civil services examination preparation) being the most popular. Students perceived YouTube as particularly valuable for accessing current information, exploratory learning and supplementary academic support. Significant differences were observed across content dimensions, with currency and exploratory learning receiving higher ratings than credibility and comparative effectiveness. Major challenges included advertisements, distracting recommendations and concerns regarding content organization and reliability. Practical implications Based on these findings, we recommend strengthening students’ digital and information literacy skills to enable them to critically evaluate educational content available on YouTube. Faculty members and academic libraries can support learning through curated educational resources and guided use of YouTube, while institutional administrators should promote digital learning support initiatives. Educational content creators may enhance learning outcomes by improving content credibility, organization and curriculum alignment. Originality/value This study contributes empirical evidence on how undergraduate students in a semi-rural Indian context use YouTube for academic learning, highlighting usage patterns, educational channel preferences, perceived learning value and challenges associated with the platform.