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The purpose of this paper is to explore the perceptions, attitudes and experiences of undergraduate students related to the use of YouTube as an information resource to support their learning. The use of YouTube by professors for course activities is also examined.

Quantitative research design based on a survey method was used by using a questionnaire tool. The collected data were analyzed using frequency and simple percentage. The sample comprises undergraduate students from the College of Computer and Information.

The general results reveal that the use of YouTube in the classroom influences student engagement. Students’ understanding of the importance of YouTube was determined in this study. However, professors do not seem to have positive attitudes towards incorporating YouTube into course activities.

The application of social media tools in Saudi Arabia is unclear because of the lack of studies that focus on the use of video-sharing websites by university students. This paper is the first of its kind conducted to explore the use of YouTube in the academic environment as an information resource to support university courses.

The purpose of the study is to examine the willingness (or otherwise) of the Tunisian customers to adopt Islamic insurance services (takaful) and to determine the factors that influence their decisions.

Hundred questionnaires are randomly distributed to Tunisian customers, and the data are subsequently analysed using SEM as well as one sample t-test.

Overall, the results indicate that the Tunisian customers are willing to adopt Islamic insurance services. Furthermore, compatibility of these services is a determinant factor of their decision.

This is one of the few studies of customers' behaviour towards Islamic insurance services, and the first to be conducted in the context of Tunisia. Furthermore, the study extends theory of innovations diffusions to a different area of study and a different context, i.e. Islamic insurance and Tunisia, respectively.

Recent advancements in science and technology have led to an emphasis on using technology to make education more interesting. The inclusion of computers, internet and technological media has made education more diverse, vivid and enthusiastic. The use of technology such as YouTube in education stimulates visual and auditory learning, which results in favorable outcomes. The purpose of this paper is to provide a guideline for more systematic utilization of YouTube that has been possible in Saudi EFL classrooms at King Khalid University/Kingdom of Saudi Arabia.

YouTube videos that illustrated a variety of special spoken discourse and interaction were selected to widen Saudi EFL students’ socio-linguistic experience. In total, 48 students were divided into two groups; one group intensively used YouTube through the course, while the other did not. A quasi-experiment method was used to collect data.

The use of YouTube in studying English spoken discourse played a pivotal role in enhancing Saudi EFL students’ proficiency. The experimental group students’ outcomes revealed positive gains through the integration of video elements in teaching.

This study is among the first to examine the use of YouTube technology for educational purposes, particularly in the context of Arab countries.

Today’s undergraduate students have spent a significant portion of their lives using YouTube for various reasons, whether for entertainment, personal development or academic learning purposes. This study aims to investigate how system factors (i.e. reliability, usability and searchability), interaction factors (i.e. provider and user interactions) and content factors (i.e. format, relevance and coverage) affect undergraduate students’ satisfaction with YouTube and their intentions to adopt YouTube for learning purposes.

This research uses the information systems success model as its theoretical framework to explore the system, interaction and content factors associated with undergraduate students’ satisfaction with YouTube and their intentions to use YouTube for learning. The proposed hypotheses were examined by the structural equation modelling technique based on a survey with 345 undergraduate students at a Southeastern institution in the USA.

The results indicate that both system factors (including reliability, usability and searchability) and content factors (including format, relevance and coverage) have a statistically significant effect on students’ satisfaction with YouTube. This study also demonstrates that students’ satisfaction with YouTube significantly influences their intentions to use the platform for learning purposes.

The proposed research model provides a novel perspective in understanding the complex nature of students’ adoption of YouTube for learning purposes, led by both system and content factors mediated by satisfaction with YouTube.

This study suggests that when YouTube is intuitive to use and relevant content is added to the platform regularly, students are more likely to adopt this platform for learning purposes. As a result, it is critical that librarians remain aware of information-seeking practices and platforms used by students to tailor approaches to teaching information literacy to help students understand how to use the platform effectively.

Using the information systems success model, this research sheds light on the roles of system and content factors in undergraduate students’ satisfaction with YouTube and their intentions to use it for learning.