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DOI: 10.14738/aivp.92.10025
Publication Date: 25th April, 2021
URL: http://dx.doi.org/10.14738/aivp.92.10025
Demonstrating the Nexus Effects of Online Videos, Research
Outputs, and Investments to Knowledge Absorption Using
Linguistically Adapted Animations
1Jane G. Payumo, 2Julia Bello-Bravo, 3Barry Pittendrigh
1 AgBioResearch, Michigan State University, East Lansing, MI, United States
2, Department of Food Science and Human Nutrition, Michigan State University,
East Lansing, MI, United States;
3Department of Entomology, Michigan State University, East Lansing, MI,
United States
ABSTRACT
Given how educational videos on social media platforms like YouTube are changing
how information and knowledge are delivered and accessed, understanding, and
capitalizing on this innovation could potentially enable increasing knowledge
absorption in populations able to access that information. This study sought to
estimate that increase by applying logistic regression to model data and
demonstrate the relationship of one YouTube educational channel—Scientific
Animations Without Borders (SAWBO)—and Global Innovation Index 2019 for 79
developing and developing countries from 2011-2018. Results indicated that
knowledge absorption was 7.69 and 1.85 times more likely to occur (1) with gross
expenditures on research and development (GERD) and (2) the interaction (INNOV)
between video views, ICT access, and science/technology publications, respectively.
Importantly, qualities of governance indicators did not correlate significantly with
tested variables in the model, a suggestion that GERD and INNOV maintain their
increased odds of increased knowledge absorption, especially in developing
countries and populations where governmentality is being impacted, e.g., by
corruption, political instability, global pandemic like COVID-19, or simply national
shortfalls of resources and/or infrastructure. Thus, INNOV represents a
comparatively lower-cost pathway to promoting and achieving knowledge
absorption, especially in many developing nations where GERD may be beyond their
current financial means. Implications for research managers and policymakers—as
well as recommendations for future research on linguistically adapted animations
and educational online videos for increasing knowledge absorption, sharing, and
content use—are also provided.
Keywords: online videos, YouTube, research and innovation, science animation,
knowledge absorption, digital technologies.
INTRODUCTION
The Internet and its transformation have signaled the birth and exponential growth
and use of YouTube videos. With an estimated 1 billion hours of video watched daily
by some 63 million viewers worldwide, YouTube is now the leading access point on
the Internet for information, especially for entertainment, marketing, education,
news, and science [1-4]. This platform, now available in over 130 countries and over
80 languages, allows online sharing of user-generated videos. Today, it can be
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Payumo, J. G., Bello-Bravo, J., & Pittendrigh, B. (2021). Demonstrating the Nexus Effects of Online Videos, Research
Outputs, and Investments to Knowledge Absorption Using Linguistically Adapted Animations. European Journal of
Applied Sciences, 9(2). 283-301.
URL: http://dx.doi.org/10.14738/aivp.92.10025
claimed that nearly everyone, especially younger generations across the globe has
contributed to its widespread use.
Where Internet infrastructures are available, access to these videos has become
possible. The YouTube platform reaches 95% of the Internet’s population, and its
top-performing countries reflect that global diversity [5]. ChannelMeter’s
YouTube’s Top 25 Countries Ranked by Total Viewership & Subscribers provide a
good proportion of developed and developing countries from across geographical
regions. This report also forecasted a further increase in YouTube usage and
statistics for developing countries, particularly for Southeast Asia in the coming
years.
Videos shared on YouTube as digital resources are now increasingly used for
teaching and learning in the classroom as well as seeking information [6-7]. Abstract
science topics, for instance, that once seemed difficult to teach and learn are now
more accessible and understandable due to the availability of videos (many of them
animated) on these topics on YouTube. Within the academic field, YouTube—while
still yet a niche endeavor—is increasingly reaching into a broad range of personal
and professional activities among faculty, staff, and day-to-day institutional
operations [8-10].
Despite some constraints, disadvantages, and criticisms on the use of social media
in general, optimism about YouTube and similar digital technologies remains high
and, when used effectively, can play a continuing role in the diffusion of knowledge,
thus, enable local and global economic transformation [11-12]. This becomes critical
given that the present knowledge-based economy assumes not only reading and
writing but, also digital literacy as a core part of education [13-14]. With the advent
of global coronavirus, which shifted many people onto online or virtual spaces, the
role of digital/ICT for bridging physical distances and mobilizing more information,
ideas, and insights that connect the world, is now more than ever receiving an
intense emphasis.
While the use of YouTube online videos for knowledge and other content sharing
has received a growing level of attention over the last few years, what are some
other possibilities? While the Internet and YouTube videos have radically improved
content delivery, altered the information access and exchange landscape, and
shifted the potential for education and online learning, can online videos be
accepted as an additional source to expand the knowledge base and can they provide
other benefits outside of already established ones? Similarly, do YouTube videos
play into the equation of research and innovation and their impacts? Can these new
sources of knowledge and information, especially linguistic animated educational
online videos, help in knowledge absorption, especially for developing countries?
Addressing such questions, this paper establishes groundwork evidence that helps
begin our understanding of the effect of digital and social media like YouTube, its
interaction with other research and innovation metrics, and its influence on
knowledge absorption. The notion of knowledge absorption refers to the various
factors that affect the ability of any country, institution, or individuals to take
advantage of technology developed abroad such as social and media technologies.
This paper anticipates future research for identifying areas where countries can
harness and maximize the potential of digital technologies like YouTube and its
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educational content features for research and innovation, global development, and
human progress. Through this research, we contribute to the little work done to date
around understanding the impact of YouTube on research and innovation metrics
and knowledge absorption at the national level. Specifically, the present study uses
a modeling and statistical analysis of one channel owner’s view count data—from
Scientific Animation without Borders (SAWBO)—to measure its coupling influence
on knowledge absorption when integrated with research and innovation metrics
including ICT use, research investments, and scholarly S&T publication outputs.
Established in 2011 at the University of Illinois, and currently housed at Michigan
State University in the United States, SAWBO through its YouTube channel shares
educational videos as live-action or animated media, which is typically the most
cost-effective approach to produce animations and communicate dynamic
(scientific) ideas and processes in less abstract, more “digestible” ways [15]. A time- series analysis of the SAWBO channel covering the period 2011-2018 revealed that
SAWBO’s 450 scientific and linguistically adapted animations videos were watched
by people around the world in more than 130 countries (mostly in United States,
Mexico, Brazil, India, and Spain) and territories and across all age groups (from the
youngest, age 13-17, group to the oldest, 65+ years).
Yet the study has its limitations and caveats, this study provided evidence on the
relationship between R&D investments, and the interaction of ICT, innovation, and
educational content in social media platforms like YouTube on knowledge
absorption. Although we used data from one uniquely positioned educational
YouTube channel, SAWBO, our study demonstrates the potential for future
researchers to use other YouTube data for addressing questions of transfer of
technology and knowledge sharing for global development. Beyond providing
theoretical insights, the results could be useful for the design of national and
institutional policies as well as strategies for enhancing the knowledge base and
fostering research and innovation use through online video platforms.
LITERATURE REVIEW
Educational Videos and YouTube
Videos have long been considered an effective educational tool and fall into the
broad field of multimedia instruction defined as “presenting words and pictures that
are intended to foster learning” [16]. The visual and auditory nature of videos
appeals to a wide audience and allows each user to process information in a way
that is comfortable for them. The multiple benefits are noteworthy, including
creating an immersive experience that affords more efficient processing and
memory recall. Another important work demonstrated that a mix of audio and visual
presentation increases recall of newly learned information and the construction of
mental models [17]. Incorporating videos (e.g., as in-class activities) helps arouse
interest, retain attention, improve interaction, and increase creativity and
collaborative learning [18, 19]. The benefits of videos as instructional materials
further expanded with the development of the Internet, which touches on most
areas of human endeavors and other digital platforms. Digital forms, such as
YouTube videos, are now often part of learning and instruction in the digital age.
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Payumo, J. G., Bello-Bravo, J., & Pittendrigh, B. (2021). Demonstrating the Nexus Effects of Online Videos, Research
Outputs, and Investments to Knowledge Absorption Using Linguistically Adapted Animations. European Journal of
Applied Sciences, 9(2). 283-301.
URL: http://dx.doi.org/10.14738/aivp.92.10025
YouTube, as a Web 2.0 technology, was designed as a content-sharing site, mostly
for videos used for informal learning tasks and entertainment [20-21]. Since the
founding of the platform over ten years ago, it has impacted society and the world
in numerous ways, including supporting recognition of knowledge needs,
knowledge-seeking and navigation procedures, and knowledge utilization and
sharing. Given that access to YouTube and online videos has enabled a shift in
information-seeking behavior and rapidly transformed the production, distribution,
and consumption of knowledge and information in many parts of the world,
educational videos posted on YouTube arguably have an increased potential for
delivering additional benefits, which the literature to date has not addressed. As the
Fortune cover story How YouTube Changes Everything indicates, as one of the
fastest-growing social media technologies, YouTube has disrupted mainstream
entertainment and is now used beyond its initial vision—now for everything from
opening channels of communication and network building, to making a living,
influencing the public (through information, misinformation, and disinformation),
supporting DIY (do-it-yourself) ventures, social activism, a platform and gallery for
the arts, and so on.
YouTube itself offers analytics and popularity and performance metrics that help to
measure channel and/or video awareness (i.e., view count and subscribers),
consideration (i.e., watch time), and action (e.g., likes, dislikes, comments, and
shares). These analytics and metrics give channel owners such as for SAWBO, and
researchers insights [22-24] into social video viewing and sharing. In a limited
sense, YouTube data and metrics may suggest “success stories” around information
delivery for these videos, and many studies have focused exactly on this potential.
Illuminating how and when these educational videos were accessed and viewed by
recipients, along with analyses of demographic patterns and trends at the channel
level are helping to validate the relationship between user activity metrics and
messages not just transmitted but also received [25-26].
Although still in a developmental stage, academic institutions (and others) are also
paying significant attention to, and have adopted the social platform, YouTube as a
potential channel for delivering information. The Australian-based search engine
UniRank, which produces global rankings of universities based on their social media
presence estimated that as of May 2020 more than 60% (8381/13723) has adopted
an official institutional YouTube page [27]. Beyond student recruitment, these
institutions are bolstering their educational and outreach programs and
communicating research and innovations that are of global importance [28].
Similarly, some scholarly journals encourage authors, especially from academic
institutions, of accepted scholarly outputs to submit video summaries of their
research either available on YouTube or other platforms intended for a non- specialist scientific audience. Recently, the new reality of COVID-19 and the global
pandemic is making a YouTube channel an indispensable component for most
virtual conferences involving academicians and their research partners.
In another context, emphasized the potential of YouTube was emphasized as an
emergency outreach platform, i.e., for Chinese Americans who underutilize mental
health resources [29]. Due to its relative cost-effectiveness, YouTube is now actively
used by businesses and other groups for video marketing and as a tool for assessing
the sentiment(s) of customers towards products and services, for increasing sales,
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and building and shaping their brands [30]. Moreover, after the 2010 Haiti
earthquake, YouTube has been increasingly used as a communication channel for
disaster (natural- or man-made) management processes, including one- and two- way information sharing, situational awareness, rumor control, reconnection, and
insights and decision making [31-32]. Recently, YouTube has become an important
venue for streaming content for a variety of health and medical-related topics
related to COVID-19 [33-35]. Like any other major and quickly expanding
technology that affects people’s lives, YouTube has progressively attracted a
polarized debate among scholars and experts on its numbers, uses, and impacts.
Firstly, it is important to emphasize that the content available on the Internet is
rarely properly expert reviewed and may be inaccurate/controversial. Another
paradigm and branch of discourse on YouTube, however, is its role in promoting
conflicts and violence - two drivers linked to elevating poverty and inequality in less
developing countries, such as in West Africa [36]. Research also finds YouTube
implicated in negative effects on the well-being of people, including depressive
symptoms due to perceived or actual information overload [37]. Negative effects
from social media platforms like YouTube, including behaviors by institutional
leaders using the tool for public relations and consequent work-life conflicts, were
also identified [38].
Despite more than 2,500 academic studies on YouTube as a video-sharing platform,
however, the research community has yet to produce a “fair picture” of the actual
additional benefits claimed for online educational videos that support peoples’ or
organizations’ capacities for effective action. In addition, one of the key
undocumented challenges recurrently facing informal Internet-based ICT
educational videos platforms like YouTube is whether the information shared in
those videos is retained and/or knowledge transferred, and/or acted upon
appropriately by recipients—more precisely, that the knowledge is absorbed and
that the videos contribute to knowledge and human progress.
Addressing the undocumented gap in the literature is both beneficial and necessary
because it allows further understanding of any antecedents and subsequent benefits
of YouTube educational videos while also identifying factors that can influence those
videos’ impacts on knowledge absorption. A fundamental motivation for this paper,
then, is to investigate for the first time one of those additional benefits, knowledge
absorption of educational content, and the factors or drivers that help facilitate this.
These insights will potentially contribute to any country’s research, innovation, and
digital literacy efforts, in both the developed and developing world alike.
Technology and Other Drivers of Knowledge and Human Progress
Recent works reemphasized the importance of technologies and innovation for
driving human progress [39-40]. As one major current symbol of the technological
revolution, ICT and digital technologies have entered as a serious part of many
economies and every country is now exhorted to maximize and tap the potential of
these technologies. Given that one UNESCO document notes, “Understanding ICT
and mastering the basic skills and concepts of ICT are now regarded by many
countries as part of the core of education alongside reading and writing”, achieving
successful receipt and buy-in from would-be recipients becomes essential. In
general, opportunities with ICT and digital technologies are greater than ever before
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Payumo, J. G., Bello-Bravo, J., & Pittendrigh, B. (2021). Demonstrating the Nexus Effects of Online Videos, Research
Outputs, and Investments to Knowledge Absorption Using Linguistically Adapted Animations. European Journal of
Applied Sciences, 9(2). 283-301.
URL: http://dx.doi.org/10.14738/aivp.92.10025
for expanding an organizations or individuals’ reach worldwide. Being able to use
these technologies and enhance knowledge and digital literacy is an important part
of the growth strategies of developed and developing countries alike (with
knowledge absorption as one such component of growth). However, as extensive
research discloses, the extension of ICT and its influence on economic
development/growth differ among nations [41-42].
These works highlighted a resultant digital divide, which the most recent UN report
Digital Economy Report 2019 [43] corroborated. Many developing countries have
not been able to take advantage of the opportunities offered by ICTs [44]. These
limitations include developmental shortfalls (around technology, resources, and
infrastructure), access barriers (particularly in remote or rural regions of
countries), resistance to ICT practices or a failure to integrate them into education
by educators and school administrations, linguistic barriers, and socio-historical
hierarchies of dialects (particularly in highly multilingual regions, like Africa), and
socioeconomic and cultural barriers that preclude access by certain people (often
women and girls) even when developmental barriers have been overcome [45-46].
The widening of this digital divide threatens to leave not only developing
countries—especially the least developed countries—even further behind [14] but
also sectors within developed economies. The impact of ICT, modern innovation,
and the digital economy, in general, will depend on (1) the level of development and
readiness of countries to smartly embrace ICT and digital technologies, (2) greater
intellectual leadership, (3) new and different skills among the workforce and
citizens, and (4) adoption and enforcement of digital policies, especially from public
sector institutions, public-private sector partnerships, and national investments
[14].
The importance of ICT in promoting innovation and productivity is also an issue that
has attracted increased attention in innovation studies. The use of ICT, which
accounts for the largest share of R&D expenditures, in making knowledge available
very rapidly on a worldwide scale [47- 48]. Other studies) focused on understanding
the endogenous dynamics between R&D investment, ICT, and economic growth [49-
50].
The key insight provided by these studies is that to attain sustained economic
growth, policymakers, and the institutions they represent, especially in the
developed economies should put in place an integrated framework that takes into
consideration co-development policies about strategic use and intensification of
R&D investment, ICT diffusion and economic growth-enhancing initiatives. This
same framework is now promoted for other countries to emulate and adapt based
on their unique national settings.
The relationship of technology, economy, and society—and the contribution of
research, technological development, and innovation toward economic growth—
point us to the Schumpeterian growth theory, the alternative model of endogenous
growth [51]. This theory—which maintains that growth is a function of institutions,
technology, and other growth components—has helped experts to understand and
map the macroeconomic and microeconomic issues of technology and innovation,
particularly around questions of who gains and who loses from technology and
innovation, and what other determinants interact with growth within an economy
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[52]. Taking a cue from limited yet pioneering studies that at least partly
implemented an augmented Schumpeterian growth model that emphasized the
interaction of ICT and innovation [53-54, 40], this study uses SAWBO’s YouTube
channel to investigate its connection to knowledge absorption and offers insights on
how such a connection can occur. This research is based on the premise in that
educational videos, complemented with causal conditions, can not only make
people, institutions, and nations more knowledgeable but also change the state of
knowledge generally [55]. Figure 1 diagrams our conceptual framework:
Figure 1. Conceptual framework and a priori expectation on the impact of
educational online videos, research and innovation, and ICT linkage to knowledge
absorption.
We test two hypotheses:
H1: The probability of knowledge absorption tends to be higher where good
governance, R&D and ICT investments, production of R&D outputs, and use of
social media are higher (e.g., YouTube) for sharing, communicating, and
consuming knowledge and information, hence, contributing to innovation and
digital literacy.
H2: The probability of knowledge absorption tends to be higher where R&D
investments are higher and the nexus of ICT, R&D, and viewership of
linguistically animated educational online videos are used more often for
sharing, communicating, and consuming knowledge and information, hence,
contributing to innovation and digital literacy.
METHODOLOGY
The purpose of this study was to provide empirical models (see below)
demonstrating any interaction and co-influence of factors (such as ICT linking with
R&D, its outputs, and ways to communicate them using a digital platform like
YouTube and control variables) needed for growth (knowledge absorption) to
occur. The models to statistically test hypotheses H1 and H2, respectively, are:
����! = �" + �#���� + �$���! + �%����! + �&�����! + �'����! + ∑ ���! +
� (1)
����! = �" + �#���� + �$�����! + �%����! + � (2)
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Payumo, J. G., Bello-Bravo, J., & Pittendrigh, B. (2021). Demonstrating the Nexus Effects of Online Videos, Research
Outputs, and Investments to Knowledge Absorption Using Linguistically Adapted Animations. European Journal of
Applied Sciences, 9(2). 283-301.
URL: http://dx.doi.org/10.14738/aivp.92.10025
Where INNOV captures the interaction between ICT, PUBS, and VIEWS. Table 1
details and defines the several variables in these models.
Table 1. Variables used in the study, their expected signs, and definition.
Variable
(Metrics)
Sign Definition Nature of
Variable
Dependent (response) variable
Knowledge
absorption
(KNOW)
the capability of individuals, organizations,
and nations to transfer, integrate and utilize
new knowledge obtained from external
sources; 1 with knowledge absorption effect
for countries that are above the median
knowledge absorption score, 0 knowledge
absorption effect for countries that are below
the median knowledge absorption score
provided in the Global Innovation Index
Dichotomous
Independent (predictor) variable
ICT access (ICT) + an index based on fixed telephone lines,
mobile cellular phone users, internet
bandwidth, households with a computer,
households with internet access
Continuous
Scientific and
technical
publications
(PUBS)
+ number of scientific and engineering articles
sourced from Thompson Reuters and its
publication database network
Continuous
Educational video
usage (VIEWS)
+ number of times a video has been watched Continuous
Gross
expenditure on
R&D (GERD)
+ an important endogenous growth
component refers to the total expenditure
(current and capital) on R&D carried out by
all resident companies, research institutes,
university, and government laboratories, etc.,
in a country
Continuous
INNOV + the interaction of ICT, PUBS, and VIEWS and
indicates that products of research and
innovation are shared, communicated, and
consumed using ICT and digital technologies
Continuous
Control
variables
Government
effectiveness
(GOVTEFFECT)
+ Represents the importance of an institution;
an index that captures perceptions of the
quality of public and civil services and the
degree of their independence from political
pressures, the quality of policy formulation
and implementation, and the credibility of
the government's commitment to such
policies
Continuous
Dummy variable
TYPE 1, if the country is a developed country based
on the definition of the World Bank; 0,
otherwise developing country
Dichotomous
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Sample data for 79 developing and developed countries were drawn both from the
Global Innovation Index 2019 indicators [56]—which provide detailed metrics
about the innovation performance of 129 countries and economies around the
world—and from the SAWBO YouTube channel’s view count data for the period 18
February 2011 through 9 October 2018. Designation of a country as developing or
developed is taken from the Global Innovation Index data, and the 79 countries
chosen were convenience sampled because SAWBO view count data exists for that
country.
The data were presented and analyzed using descriptive statistics, correlation
analysis, and binary logistic regression models using Real Statistics Resource Pack
for Excel 365 and Tableau ver. 2020.1. Descriptive statistics characterized the
independent variables in terms of central tendency measures (e.g., mean) and
standard deviation (SD). The collinearity of predictor variables was checked using
hierarchical cluster analysis with a Pearson correlation coefficient. Unequal
variances of variables between developed and developing countries were compared
using Student’s t-test.
Logarithmic transformation linearized the relationship between the binary (e.g.,
‘successes or ‘failure’) dependent variable and independent variables. Binary
logistic regression was tested for the impact of all significant predictor variables
(Table 2) for predicting the probability of KNOW, H1, and H2. This allowed seeing
how attributes affected the response of the dependent variable, KNOW while
controlling other predictors. The effects from each variable on the dependent
variable were expressed and evaluated in terms of the odds ratios, and regression
diagnostics were also used to judge the goodness-of-fit of the model. These included
the test for multicollinearity (i.e., variance inflation factors or VIF) and Wald Chi- square (χ^2) statistics for the regression model.
RESULTS AND DISCUSSION
Table 2 displays the parametric t-test results of mean differences between
developed and developing countries for the non-interacting predictor variables
(e.g., ICT, PUBS, VIEWS, GERD, and GOV). We note significant differences between
both subsamples for most of these variables—indeed, developed countries measure
higher ICT, PUBS, GERD, and GOV scores. On average, developed countries have
lower VIEWS than developing countries but this result was not found significant.
Table 2. Descriptive statistics for variables explaining knowledge absorption. N = 79
Developed Countries
(n = 23)
Developing Countries
(n = 56)
t-test
Mean SD Mean SD
ICT 82.1391 5.0567 54.1196 15.9469 11.7848***
PUBS 62.6796 18.8552 17.5038 18.0734 9.79071***
VIEWS 10192.4348 26815.3850 18708.6250 53241.6799 0.9411NS
GERD 47.2365 20.0289 11.9086 14.8607 7.6394***
GOVTEFFECT 81.1665 13.6487 43.4141 13.7187 11.1519***
Note: ***, **, and * indicate significant levels at 1%, 5%, and 10%, respectively.
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Payumo, J. G., Bello-Bravo, J., & Pittendrigh, B. (2021). Demonstrating the Nexus Effects of Online Videos, Research
Outputs, and Investments to Knowledge Absorption Using Linguistically Adapted Animations. European Journal of
Applied Sciences, 9(2). 283-301.
URL: http://dx.doi.org/10.14738/aivp.92.10025
These results match intuitive expectations, given both the generally higher
investment in ICT, generation, and diffusion of technology in more developed
countries [56] and SAWBO’s mission to disseminate knowledge-content on topics
especially impacting people in areas (whether in developing or developed nations)
with fewer technological resources [45]. Minimally, this suggests the relevance of
SAWBO content for developing-country viewers, where such relevance is a
necessary precondition for knowledge absorption itself, i.e., one must first perceive
video (for whatever reason) as worth watching before absorbing any of its content.
Table 3 and figures 2 through 6 depict the results of the correlation analysis between
the non-interactive predictor variables (ICT, PUBS, VIEWS, GERD, and GOV). Quality
of governance (government effectiveness) shows considerable importance here
with GERD, ICT, and PUBS all being significantly positively correlated at a 1% level.
This resonates with studies linking government effectiveness to R&D investments
[57], ICT investments [58], and production of science and technology publications
or knowledge [59]. Expenditures on research and development (GERD) also
significantly positively correlated at a 1% level with ICT and PUB, as did ICT and
PUBS as well, which echoes previous studies on the relationships between these
variables The Pearson coefficients of VIEWS with other variables were, however, not
significant and VIEWS did not correlate with other variables.
Table 3. The correlation coefficients of predictor variables.
ICT PUBS VIEWS GERD GOVTEFFECT
ICT 1.0000
PUBS 0.5221*** 1.0000
VIEWS 0.0603 -0.1716 1.0000
GERD 0.5717*** 0.8174*** -
0.0117
1.0000
GOVTEFFECT 0.8457*** 0.6098*** 0.0612 0.6882*** 1.0000
Note: ***, **, and * indicate significant levels at 1%, 5%, and 10%, respectively.
Figure 2. Correlation test between ICT and GOVTEFFECT, GERD, PUBS, and VIEWS.
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Figure 3. Correlation test between PUBS, and GOVTEFFECT, GERD, ICT, and VIEWS.
Figure 4. Correlation test between VIEWS, and GOVTEFFECT, GERD, ICT, and VIEWS.
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Payumo, J. G., Bello-Bravo, J., & Pittendrigh, B. (2021). Demonstrating the Nexus Effects of Online Videos, Research
Outputs, and Investments to Knowledge Absorption Using Linguistically Adapted Animations. European Journal of
Applied Sciences, 9(2). 283-301.
URL: http://dx.doi.org/10.14738/aivp.92.10025
Figure 5. Correlation test between GERD, and GOVTEFFECT, ICT, PUBS, and VIEWS.
Figure 6. Correlation test between GOVTEFFECT, and GERD, ICT, PUBS, and VIEWS.
The correlation coefficients between the predictor variables ICT, PUBS, GERD, and
GOV generated multi-collinearity in Model 1 (inflation factors ranged from 2.5-5.0).
Logistic regression analysis similarly confirmed this effect with no significant
relationship found among the variables (see Table 4). This suggests a lack of support
for H1—i.e., that ICT, PUBS, VIEWS, GERD, and GOV lack an additive effect on the
response variable, KNOW.
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Table 4. Estimated coefficients and odds ratios for the binary logistic regression
model containing the determinants of knowledge absorption.
Variable B S.E. Wald X2 df P-value Odds
Exp (B)
Dependent Variable: KNOW
Independent Variables:
TYPE 2.4204 1.19297 4.11654 1 0.04247** 11.2509
GERD 2.0400 0.91596 4.96061 1 0.02593** 7.69118
INNOV 0.6162 0.27075 5.18001 1 0.02285** 1.85191
Constant -6.2956 1.79578 12.2905 1 0.0005*** 0.00184
Model 47.0888 3 0.0000***
-2 Log Likelihood 0.4300
Cox Snell R Square 0.4490
Nagelkerke R Square 0.5987
Note: ***, **, and * indicate significant levels at 1%, 5%, and 10%, respectively.
For the second model, TYPE (χ^2 = 4.1165, p = 0.0425), GERD (χ^2 =, p = 0.0259),
and INNOV (χ^2 = 5.1800, p = 0.0228) were found to have a strong relationship with
knowledge absorption (KNOW). While the dummy variable, TYPE, had the highest
log-odds among the predictors (showing that KNOW is 11 times more likely to
occur), KNOW is 7.69 more likely to occur with GERD, and 1.85 more likely to occur
with INNOV. These results imply that having a significant level of social and
economic development of the country—which is the basis in the Global Innovation
Index 2020 for country classification—provides greater odds of knowledge
absorption than only the country’s expenditure on R&D.
While GERD and INNOV have positive effects on knowledge absorption, these
variables are statistically significant and have a more positive effect in developing
countries (see Table 5). KNOW is 6.9037 more likely to occur with GERD and 1.9122
more likely with INNOV. This relationship suggests that these factors can serve as
major predictors of knowledge absorption, especially in developing nations. These
results support H2—that there is an association between TYPE, GERD, and INNOV—
and a rejection of the null hypothesis.
Table 5. Estimated coefficients and odds ratios for the binary logistic regression
model containing the determinants of knowledge absorption and effects to
developing countries.
Variable B S.E. Wald X2 df P-value Odds
Exp (B)
Dependent Variable: KNOW
Independent Variables:
GERD 1.9321 0.9269 4.3452 1 0.0371** 6.9037
INNOV 0.6483 0.2817 5.2958 1 0.0214** 1.9122
Constant -6.3786 1.8738 11.5881 1 0.0007*** 0.0017
Model 15.3000 2 0.0005
-2 Log Likelihood 0.2176
Cox Snell R Square 0.2391
Nagelkerke R
Square
0.3343
Note: ***, **, and * indicate significant levels at 1%, 5%, and 10%, respectively.
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development, and skills enhancement [13, 14]. Furthermore, the knowledge
absorption capacity affordance of YouTube—whether at the country,
organizational, or individual levels—will depend on an ability by viewers to
recognize valuable knowledge in the (digital) environment and then align it with
existing capabilities to promote its utilization. Additional support from
organizations, in the form of institutional policies, can further facilitate and enhance
knowledge absorption and other benefits in countries that utilize ICT and digital
innovations [64- 65]. The complex interactions of these many drivers toward a
desirable level of knowledge absorption all become tractable through an enhanced
Schumpeterian growth model [66, 40]. We also urge institutions and individuals
that are producing research outputs to reflect on the type of approaches used to
disseminate and reinforce findings in layman's language. Peer-reviewed research,
while essential for scientific validity, can be difficult to locate, access, interpret,
and/or understand for lay audiences. Moreover, the several benefits of popularizing
science discourses notwithstanding (Ruse, 2013), these can also often risk key or
fatal distortions and/or omissions out of a greater commitment in the writing to
“epistemic certainty, news-worthiness, and subjectivity” [67]. To make scientific
research easier to understand, then, journals have begun encouraging the use of
video-based content that allows authors to explain their research in a simplifying
but not distorting or inaccurate manner [68]. Also, the recent shock due to the
COVID-19 global pandemic has accelerated how ICT is used for knowledge and
information sharing, virtual collaboration, and generating research ideas. Per this
study’s findings, while increased expenditures would indeed increase pandemic- related research, this would come also at the opportunity cost of tightening other
financial conditions globally. In places less able to justify this approach, INNOV
offers a less costly approach still able to cross the finish line of influencing
knowledge absorption.
CONCLUSION AND FUTURE RESEARCH
Two key predictors—GERD (gross expenditures on research and development) and
INNOV (the product of ICT, science and technology publications, and educational
video viewership)—demonstrated both positive and significant effects on
knowledge absorption, especially for developing countries. While GERD showed
stronger knowledge absorption odds, such that it remains a recommendation that
developing countries actively promote this interaction, financial constraints (or the
opportunity costs of decreased social well-being associated with such spending) can
rationally preclude this pathway. Even in such contexts, however, INNOV remains a
less costly alternative pathway for knowledge absorption. Future research should
measure and compare GERD- or INNOV-based strategies in different socioeconomic
contexts.
This research also provides the groundwork for larger-scale studies both on more
extensive data sets of linguistically adapted, educational animated videos on other
or multiple social media platforms and more granular demographics. In particular,
a replication study confirming that qualities of governance (GOV) have no statistical
significance for knowledge absorption in this study’s second model suggests that
educational knowledge absorption (on online platforms like YouTube) can still be
achieved despite elements like corruption, political instability, natural and/or man- made disasters, or disease pandemics temporarily or ostensibly permanently
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Payumo, J. G., Bello-Bravo, J., & Pittendrigh, B. (2021). Demonstrating the Nexus Effects of Online Videos, Research
Outputs, and Investments to Knowledge Absorption Using Linguistically Adapted Animations. European Journal of
Applied Sciences, 9(2). 283-301.
URL: http://dx.doi.org/10.14738/aivp.92.10025
affecting the qualities of governance at the institution and national levels. What
factors might confound this effect remain to be studied. Follow-up qualitative
studies would also help document, complement, and assess the impact of knowledge
absorption both generally and in specific area topics, such as COVID-19 prevention
in communities and among individuals. However, as the success of development
projects are often influenced by the qualities of governance of countries where they
are being enacted, diminishing their effectiveness with poor governance, where
programs such as SAWBO can be impactful independent of qualities of governance
has the potential to reshape how we think about investments in human
development and economic growth.
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