Akademik Veri Yönetim Sistemi
INTERACTIVE LEARNING ENVIRONMENTS, 2025 (SSCI)
This study examines the development and dissemination of educational videos produced by sixth-grade students for their peers and uploaded to YouTube. Employing a convergent mixed-methods design, the quantitative strand used a cross-sectional survey model combined with YouTube analytics, whereas the qualitative strand applied a holistic single-case study incorporating semi-structured interviews with students, parents, and teachers. The research was carried out over an eight-week period within a mathematics course at a secondary school in & Scedil;anl & imath;urfa. Six students representing varied academic achievement levels were selected through maximum diversity and criterion-based sampling. After receiving training on lesson-video preparation, the students produced and shared videos on YouTube, and viewing data were obtained via YouTube Studio. Findings indicate that, according to teachers and parents, participation in the video-production process enhanced students' academic performance, self-confidence, and communication skills. Peers who viewed the videos also reported benefits for their learning. Analytics showed 4,582 total views, 69.3% from subscribers and 30.7% from non-subscribers, and 86.8% of views occurred on mobile devices. Although students faced no technological barriers, busy schedules limited viewing time. Overall, the process functioned as an effective pedagogical strategy for reinforcing learning, fostering socialization, and enhancing students' digital literacy while positively influencing their peers' learning experiences.