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The aim of the paper is to discuss a possible extension of narrative analysis to a new medium of expression of consumer behaviour, specifically YouTube.

Marketing and consumer behaviour studies often apply narrative analysis to understand consumption. The consumer is a source of introspective narratives that are studied by scholars. However, consumption has a narrative nature in itself and consumers are also storytellers. YouTube is a new context in which subjects tell stories to an audience through self‐made videos and re‐edited TV programs. After defining the pros and cons of different approaches to the study of YouTube, narrative analysis is presented as a possible means of understanding YouTube.

Some preliminary evidence is presented by discussing several YouTube videos. These indicate that YouTube content can be better understood as stories, rather than example of other approaches, such as visual analysis, media studies, videography, and others.

From the analysis conducted, preliminary managerial implications can be drawn. It seems unlikely that normal TV broadcasters will be substituted by YouTube videos. For the most part, YouTube content draws its sense and shared meaning from the major TV shows and series. The discursive nature of YouTube is also an indication of how to deal with this new medium as a company or researcher.

The paper is an attempt to open up new applications of interpretive market research in the form of narrative analysis. It explores a new context that is gaining relevance in both the marketing literature and managerial practice.

The video-sharing website YouTube encourages interaction between its users via the provision of a user comments facility. This was originally envisaged as a way for viewers to provide information about and reactions to videos, but is employed for other communicative purposes including sharing ideas, paying tributes, social networking, and question answering. This study seeks to examine and categorise the types of comments created by YouTube users to highlight the various ways in which this interactive feature has been employed as a means of communication and self-expression.

By conducting a content analysis of 66,637 user comments on YouTube videos the authors created a classification schema which may be used to categorise the types of comments users leave.

The schema reveals ten broad categories, and 58 subcategories which reflect the wide-ranging use of the YouTube comments facility.

As YouTube continues to evolve, new types of comments that do not appear in the scheme outlined will appear. However, this schema will provide an initial structure upon which other investigations can build when analysing the ongoing use of the YouTube comments feature as a communication device.

This scheme may be used for researchers in a variety of disciplines who are interested in using user-generated content. The scheme will aid in the description and mining of this content and provides a way of structuring this content into categories representing user intent.

This study highlights the variety of purposes to which the user commenting facility of YouTube is employed. These include purposes such as reminiscence, grieving, giving advice and communication.

This is the first detailed, content-based analysis of the types of comments created by YouTube users. The classification scheme facilitates the analysis of these comments for a variety of purposes, including marketing, communication studies and studies of information seeking.

The purpose of the study is to evaluate certain characteristics of the videos of the software Koha and DSpace posted on YouTube. Since YouTube has the potential to provide the content creator to share their knowledge and experience through their content which has become much more beneficial to the information seeker. Nowadays, people search for queries or tutorial videos on YouTube very often to earn a better understanding of the term. Sentiment analysis of the viewers' opinion of the videos is another purpose of this study.

Dataset for evaluating the characteristic of the videos of Koha and DSpace was extracted by using Webometric Analyst by creating YouTube API. Once retrieval of data was completed, a manual verification was enhanced to filter out spam videos unrelated to the scope. After the confirmation of authentic relatable videos, seeking the video's id as query, the comments per video were extracted using Webometric Analyst. For opinion mining, the Parallel Dots API web service was used in Google Sheets as an addon function. The sentiment, multilingual sentiment, emotion, intention and word frequency of the viewers' opinion was examined with the help of certain default functionalities.

Webometric Analyst extracted a total of 461 and 397 videos of Koha and DSpace, respectively, uploaded on the YouTube platform. The findings of the study indicate that the growth rate of videos on Koha is decreasing, while the number of videos uploaded on DSpace is gradually increased in the last 10 years. The highest number of videos posted in 1–20 min duration category with mostly high definition (HD) with standard YouTube license and prominently in the English language. The sentiment analysis of the total extracted comments on Koha and DSpace videos found to be 2043 and 862 comments, respectively, among whom “Positive” comments are mostly found and with “Happy” emotion can be highly detected with most supportive “Feedback” intention on both Koha and DSpace videos. The top word frequency signifies that the users of both the software are using the comments section of the videos on YouTube to ask and provide troubleshooting help to each other.

The present study has some limitations too; the dataset for the study includes only those videos whose title, description or keywords sections had the query terms “Koha” or “DSpace” there are chances that some videos would have been left out from the dataset related to these software.

This is the first paper to evaluate the characteristics and sentiment of both the videos Koha and DSpace. Through this, the popularity, likeness and dislike and the impact of the contents of the videos uploaded will be disclosed, and creators can make an improvement by referring this, and the seekers will adapt to the use of correct and authentic information.

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.

This paper aims to explore Internet users' lived experiences with video ads, both skippable and nonskippable, while watching content on YouTube.

In-depth interviews were conducted with 22 participants.

The participants unanimously expressed dissatisfaction with YouTube ads. The dissatisfaction was directed to the platform but did not spill over to the advertised brand/product. Ethical concerns related to privacy also emerged. Specifically, with respect to nonskippable ads, the participants expressed dislike for forced viewing and explained how they would engage in extraneous activities during the ads. Nonetheless, they appreciated the flexibility offered by skippable ads. They also elaborated on how, why and when they would skip/not skip skippable ads.

The findings are discussed in light of the literature on not only online advertising but also platform switching versus continuance intention, spillover effect, privacy–personalization paradox and visual attention.

With the usage of social media and Web 2. 0, YouTube channels currently play a pivotal role in supporting a traveler’s destination visit. Travelers create their YouTube channels and share their past experiences in the form of videos, which helps other potential travelers to support their destination visit. The purpose of this paper is to understand how travelers adopt information through YouTube channels and how it influences the traveler’s intention to visit a destination.

A research model was constructed and empirically tested by using a sample of 486 respondents who watch YouTube channels before visiting a destination. Further, the hypotheses of this study were validated with the help of structural equation modeling using partial least squares. The respondents in this study were from Delhi.

This paper found comprehensiveness, relevance, timeliness, source expertise and attitude as the most significant predictors of a traveler’s destination visit intention through YouTube channel adoption. Further, source trustworthiness and accuracy were not found to be statistically significant.

The findings of this paper were based on data taken from the local respondents in Delhi. Further, it analyzed the influence of only seven dimensions on destination visit intention, which could have excluded some important factors that influence tourists’ destination visit intention.

This paper has provided implications for YouTube vloggers and tourists. The result proves that while making decisions regarding destination visit, tourists thinks critically and scrutinize the content of YouTube channels prior to deciding a destination. So, vloggers should provide relevant, comprehensive and accurate destination information through their videos to tourists.

To the best of authors’ knowledge, this paper is the first in the Indian context to examine the adoption of YouTube channels before visiting destinations through information adoption models with additional constructs.

The current study extends the investigation into online relationship building by examining how Eurozone companies belonging to the EURO STOXX 600 index use the popular video platform YouTube to facilitate dialogic communication with their stakeholders. The purpose of this paper is to analyse the extent and main purposes of the channel's usage, the companies’ activities and online practices, as well as the factors on this platform influencing the channel's activity, the audience, and the stakeholders’ engagement.

To achieve this goal a sample of 306 Eurozone companies listed in the STOXX Europe 600 index, including 19 subsectors and 12 countries, have been analysed. Stakeholder and dialogic theory were applied as a theoretical background for this study.

The results indicated that 44 per cent of companies studied have an official YouTube channel, which is mostly used for promotional purposes. It was found that the size of the company, the sector, and its country of origin determine YouTube channel activity, and that higher activity leads to a higher number of subscribers, thus fostering an initial step to better stakeholder engagement.

Given that this is the first study of its kind to provide this type of analysis, the resulting unique contributions may provide value to the information systems field and also contribute to the advancement of information systems research.

YouTube's vast and engaged user base makes it central to firms' digital marketing effort. With extant studies focusing on viewers' post-view engagement behavior, however, research into what motivates viewers to click on and watch YouTube videos is scarce. This study investigates the implications of marketers' video optimization practices for video views on YouTube.

The study employed a data set of videos (N = 4,398) gathered by scraping YouTube's trending list. Using a combination of text and sentiment analysis, the study measured four video optimization practices: information content of video titles, emotional intensity of video titles, information content of video descriptions and volume of video tags. It then analyzed the effect of these video optimization practices on video views.

The study finds that greater availability of information in video titles is negatively associated with video views, whereas intensity of negative emotional sentiment in video titles is positively associated with video views. Further, greater availability of information in video descriptions is positively associated with video views. Finally, an inverted U-shaped relationship is found between volume of video tags and video views. Up to 17 video tags can contribute to more video views; however, beyond 17 tags, the relationship turns negative.

This study investigates the effect of marketers' video optimization practices on video views. While extant studies mainly focus on viewers' post-view engagement behavior, such as liking, commenting on and sharing videos, this study examines video views. Similarly, extant studies investigate videos' internal content, while this study investigates elements of the video metadata.

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.

Through the lens of self-directed theory, the purpose of this paper is to investigate if social technologies such as YouTube will be viable to disseminate educational instructions and in the process empowering learners to take charge of their learning.

A total of 150 educational videos on YouTube were selected and 29,386 comments extracted using the authors’ customized extraction software application. Sentiment and qualitative content analyses were performed.

Results indicate that YouTube can play important roles in facilitating online self-directed learning (SDL) as the findings uncovered a variety of learning and social affordances of YouTube. However, caution should be exercised as high views and well-commented videos might not imply quality and credibility. This study concludes that YouTube generally provides a conducive a learning environment that affords learners the resources to meet their SDL objectives.

To the best of knowledge, this is the first study that investigates SDL in social media by combining both qualitative content and sentiment analyses. The study shows that such a hybrid approach of combining two diverse analytical techniques provides an innovative means to make sense of comments expressed in social media.

The results will help educational institutions and policy-makers to craft better programs for public education and create policies to help self-directed learners in evaluating online video resources.

Despite a wealth of literature on the use of technologies to support learning, the majority of work done to date has dealt in the classroom context. Studies on SDL using educational content on YouTube are limited. Hence, this research contributes by providing insights on how educational institutions can move toward the direction of building collaborative digital learning platforms with relevant educational instruction and resources to enable users to participate in lifelong self-learning and education.