Beyond Passive Viewing: An Experimental Study into the Efficacy of Youtube Kids’ Science Programming in Pakistan using a CLT-SCT-CTML Integrated Framework

Abstract

The learning environment of elementary education in the field of science education has changed due to the impacts of digital learning sources. The YouTube Kids application showed significant effects on science education regarding improved teaching methods, enhancing students’ motivation and engagement through visualization and inquiry. Limited research studies have been carried out focusing on the utilization of YouTube kids but specifically the domain of designing tri-theoretical framework Cognitive Load Theory (CLT), Social Cognitive Theory (SCT), and the Cognitive Theory of Multimedia Learning (CTML) has been overlooked in Pakistan. The research aims to fulfil this gap how tri-theoretically optimized video content influences learning retention, mental effort, and science self-efficacy among elementary students. A quasi-experimental design was used with 60 elementary students (N=60) from Rawalpindi city. The convenient sampling technique was applied. The experimental group (n=30) engaged with science curated videos, while the control group (n=30) was taught using traditional methods. Quantitative analysis using t-tests showed that the experimental group achieved higher post-test scores. This research finds practical implications to the policy makers, curriculum developers and school administrators showing favour for the use of YouTube Kids in science education at the elementary level. The study made a valued contribution to the body of literature addressing the knowledge gaps on digital pedagogy and tri-theoretical framework that has a positive and significant effect in reducing cognitive load and enhancing the academic performance of elementary students in science.