Exploring the Pedagogical Potential of YouTube and TikTok: An Empirical Analysis of Platform Acceptance in a Tertiary Education Institution
Abstract
This study examined the acceptance of YouTube and TikTok as tools for knowledge acquisition among faculty and students in a state college's teacher education program. Grounded in the Technology Acceptance Model (TAM), the research explored how content richness—operationalized through relevance, sufficiency, and timeliness—alongside personal innovativeness, perceived ease of use, and perceived usefulness, influenced user satisfaction and platform acceptance. Utilizing a quantitative, cross-sectional research design, data were gathered through a self-administered survey involving 242 students and 21 faculty members. Descriptive and inferential statistical techniques, including t-tests and ANOVA, were employed to analyze differences across age, year level, and user groups. Findings revealed that YouTube consistently outperformed TikTok in terms of user satisfaction and perceived educational value. While both platforms were positively evaluated, YouTube yielded significantly higher ratings in content sufficiency and perceived usefulness. Conversely, TikTok was more favored for its timeliness and engagement appeal, especially among students. However, platform acceptance varied significantly by year level but not by age group. The study underscores the importance of aligning digital content delivery with pedagogical goals and learner expectations. Implications for instructional design, teacher training, and policy formulation in digital education are discussed.
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