Utilisation of YouTube as an academic learning resource in the era of AI: Evidence from Library and Information Science undergraduates in Nigeria

Abstract

The study investigated the use of YouTube as an academic learning resource in the era of artificial intelligence (AI) among Library and Information Science (LIS) undergraduates at federal universities in Southern Nigeria. It was anchored in Malcolm Knowles' Self-Directed
Learning Theory (SDLT). A descriptive survey design was adopted. The population comprised 2,723 LIS undergraduates across nine federal universities in Southern Nigeria. Using stratified random sampling, 408 respondents were selected; 312 returned valid questionnaires, yielding a 76% response rate. The study collected data using a self-developed questionnaire and analysed them using descriptive and inferential statistics. The findings revealed high awareness of and use of YouTube as an academic learning resource among LIS undergraduates. The study also found that factors such as internet accessibility, the quality of educational content, the
affordability of internet data, the availability of digital devices, and ease of platform navigation significantly influenced YouTube use. AI-enabled features, including personalised recommendations, intelligent search algorithms, automated captions, and content organisation, also strongly influenced students' academic use of YouTube. Furthermore, awareness and AI-enabled features showed significant positive relationships with use and significantly predicted students' academic use of YouTube. The study concludes that YouTube has become an important academic learning resource for LIS undergraduates, while AI technologies further enhance its educational value. The study recommends expanding digital literacy programmes, improving internet access, and more fully integrating AI-supported learning tools into higher education.