Motivation in the Digital Age: The Role and Impact of SWM Videos in University Student Learning

Abstract

Educational videos, in this age of digital technology, have become a valuable tool for enhancing student learning and motivation. This study explores the role of Study with Me (SWM) videos in university student learning, focusing on gender differences in perception and their overall impact on learning motivation. The study employed descriptive statistics, Chi-Square, and Cramér’s V for analysis. A survey was conducted among 144 students from the Faculty of Mass Communication at a local university using purposive sampling. The findings indicate that most respondents perceive SWM videos as beneficial to their learning motivation. Gender differences also play a role in shaping how students engage with SWM videos, particularly in aspects such as study ambiance (χ² = 8.765, p = 0.003, V = 0.247), real-time studying (χ² = 5.502, p = 0.019, V = 0.195) and the perception of SWM videos as a virtual study buddy (χ² = 5.324, p = 0.021, V = 0.192). Additionally, the study shows that SWM videos have a positive impact on students’ learning motivation, with the mean scores for all survey items ranging from 3.79 to 4.24, indicating that respondents generally agree on the positive impact of SWM videos on their study habits and academic performance. The negative skewness values across all survey items indicate that responses are skewed toward higher agreement, meaning that more respondents selected "Agree" or "Strongly Agree" rather than lower agreement levels regarding the impact of SWM on learning motivation. These insights highlight the importance of leveraging SWM videos to support diverse learning needs and preferences in higher education.