Abstract
More people engage in producing online technical instructional videos as a result of increased access to open video channels and the advancement of video-based technical teaching and learning. Producers are essential in the transfer of technical expertise. Their motivations and backgrounds vary widely. It raises the question of what inspires people to generate online videos. Understanding their motivation can help design videos and organize how to utilize them in technical didactic methods. Dimensions of a scale were formed based on the perspective of cognitive surplus. Two round surveys were conducted in China mainland. Analysis of first-round data (N = 239) revealed that Kaiser-Meyer-Olkin = 0.906 and Bartlett sphericity test value χ2 = 1957.696 (df = 120, p < 0.001), which indicated that the data were suitable for factor analysis; An online technical instructional video-generating motivation scale (TIVGMS), contains five factors and 16 items, were formed through the exploratory factor analysis; 16 items’ loadings ranged from 0.568 ~ 0.900 and cumulative variance contribution rate = 72.394%. The confirmatory factor analysis with the second-round data (N = 279) demonstrated that TIVGMS construction fit was good (χ2/df = 2.338, RMR = 0.036, RMSEA = 0.075, CFI = 0.923, TLI = 0.915, IFI = 0.934). The Cronbach’s α coefficient of whole TIVGMS was 0.904, and it of five factors ranged from 0.752 ~ 0.904. Motivations for generating online technical instructional videos can be measured by TIVGMS which has sturdy validity and reliability.
Author Information
Yaoyao Zhang, Technical University of Munich, Germany
Wencan Zhang, Fujian Chuanzheng Communications College, China
Daniel Pittich, Technical University of Munich, Germany
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