Analysis of YouTube Channels as Learning Objects to Support the Study of Anatomy
DOI:
https://doi.org/10.18264/eadf.v15i1.2488Keywords:
Higher education, YouTube, Anatomy, Learning, TeacherAbstract
Human anatomy is essential in health education, with traditional methods being widely used despite structural limitations. The introduction of new methodologies and the use of platforms such as YouTube are strategies to enhance learning. In Brazil, the scarcity of quality online content about anatomy leads students to search for videos on the internet, but the lack of quality criteria concerns educators. This study aims to analyze videos on Human Anatomy available on YouTube, applying the principles of Mayer's multimedia learning theory. The research used a documentary evaluation methodology, selecting the first five channels on human anatomy found on the platform based on the keyword "human anatomy." The most recent videos from each channel were analyzed, focusing on the presentation of content, emphasizing the principles of coherence, signaling, redundancy, spatial and temporal contiguity, segmentation, pre-training, modality, multimedia, personalization, and voice. The results showed that most videos followed the principles of coherence, spatial and temporal contiguity, segmentation, multimedia, personalization, and voice, but there was variation in the application of signaling, redundancy, and pre-training. While the use of videos as a complementary tool in anatomy education is recognized, the quality of content and the lack of control over the accuracy of information are challenges. The study highlights the importance of criteria for evaluating video quality and the need for teacher training to produce effective educational materials, aiming for a hybrid teaching approach that combines digital and in-person resources.
Keywords: Education. Higher education. Digital technologies. Youtube. Learning.
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