Nano-Influencers Edutubers: Perspective of Centennial Generation Families in Spain

Abstract

In recent decades, the incipient technological development has generated a radical change in the way people access and transmit knowledge. Educational institutions must have a teaching staff adapted to new forms of consuming information. The purpose of this research is to know the media competence of Spanish teachers, from the perspective of families of schoolchildren in primary education. This analysis is based on the investigation published by 50 renowned international experts in media competence, which revolves around six major dimensions. In our analysis, we focused on the processes of interaction, production, and dissemination of content by teachers on YouTube. A questionnaire has been devised with a sample formed by 1228 families, a personal interview with a sample formed by 20 families, and a comparative analysis of the productions and interaction of amateur teachers on YouTube platform and of recognized “edutubers,” as well as the use given to the dissemination of content on social networks. In the results obtained, the profile of a teaching staff that is increasingly disseminating and producing on social networks stands out, becoming content creators through their own YouTube channels, which also proposes tools for an interaction adapted to the centennial generation, using different digital communication tools. Differences were found comparing the three dimensions involved in this analysis, with teachers obtaining more positive evaluations as producers and as interactors in private schools than in subsidized and public schools. Likewise, differences were found between nano-influencers and macro-influencers in the use of aesthetic elements that make up the videos analyzed among the “edutubers.”

استخدام الفيديوهات ثلاثية الأبعاد 360 درجة على قنوات يوتيوب التعليمية الغامرة: بُعد جديد في التعلم

“…Higher levels of reciprocity are also apparent among educhannels that target the same audience, probably as a result of these audiences having fewer specialized educhannels (Kaiser & Rauchfleisch, 2020). Another study made by Quintana et al, (2022), called Nano-Influencers Edutubers: Perspective on Centennial Generation Families in Spain, which include 1,228 questionnaires, also 20 of them was examined as a sample of the empirical data, as it was noticed that the majority of teachers (59.4%) approves with the trend of teaching tools, while 40.6% of respondents claim that teachers don't have or don't use a YouTube channel during educating. Although there is a huge gender gap among Edutubers.…”

A Comprehensive Overview of Micro-Influencer Marketing: Decoding the Current Landscape, Impacts, and Trends

“…This set of articles, comprising 40%, is differentiated from the subsequent 24 articles that explore five additional research perspectives. The focus of these initial 16 articles is on novel techniques for identifying and ranking micro-influencers, with references ranging from [ 13 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 ]. These articles provide valuable managerial insights, aiding companies in the strategic selection of influencers for collaborative ventures [ 30 ].…”

The Edutubers Phenomenon according to Nova Escola Magazine

“…The investigation indicates that the presence of youtubers in other social networks is a success factor of the analyzed channels, as 85.4% of them are also present on Twitter, 68.3% on Instagram and 78% on Facebook. Another research that can be highlighted is the study by Quintana et al (2022), Nano-Influencers Edutubers: Perspective of Centennial Generation Families in Spain. In the investigation, 1,228 questionnaires were applied and, of these, 20 were analyzed as a sample of the empirical corpus.…”