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008			210417s2021 ua d f m 000 0 eng d
040			_aEG-GiCUC _beng _cEG-GiCUC
041	0		_aeng
049			_aDeposite
097			_aM.Sc
099			_aCai01.15.01.M.Sc.2021.Na.U
100	0		_aNada Ehab Ebrahim Mohamed
245	1	0	_aUses of science popularization videos on social media and their effects on involvement in science learning activities / _cNada Ehab Ebrahim Mohamed ; Supervised Hebatallah Elsemary{u2028}
246	1	5	_aاستخدامات فيديوهات تبسيط العلوم على مواقع التواصل الاجتماعي وتأثيرها على الاندماج فى أنشطة التعلم
260			_aCairo : _bNada Ehab Ebrahim Mohamed , _c2021
300			_a179 Leaves : _bcharts ; _c30cm
502			_aThesis (M.Sc.) - Cairo University - Faculty of Mass Communication - Department of Radio and Television Department
520			_aThe purpose of the study was to examine a gratification seeking and audience activity model within an informal learning context described by the connectivism learning theory for the digital age. The study assumed both direct influence of motives and attitudes on post-viewing involvement in science learning activities, and indirect influence through users{u2019} activity before and during exposure to science popularization videos on Facebook and YouTube. The study also aimed to analyze how users significantly differ in their media use orientations, viewing level of science popularization videos, and digital literacy skills based on their demographics (age- generation- gender- educational level). An online survey questionnaire was used to collect data from a purposive sample of 408 Egyptian social media users who watch science popularization videos regularly, and are aged from 13 to less than 43. As a result of the structural equation modeling of the data, instrumental motives and affinity attitude had a positive direct influence on post-viewing involvement in science learning activities, and a positive indirect influence through higher intentionality before exposure and selectivity before exposure. Ritualized motives had no direct influence on post-viewing involvement in science learning activities, yet it had an indirect negative influence on it through reduced selectivity. Realism attitude had a direct negative influence on it as well as indirect negative influence through reduced selectivity. Cognitive involvement had no significant mediating effect for any of the independent variables on post-viewing involvement in science learning activities. The results showed that users significantly differed in their mean scores of ritualized motives, realism attitude, intentionality, selectivity, viewing level, and digital literacy skills based on some of their demographic variables
530			_aIssued also as CD
653		4	_aAttitude
653		4	_aMotive
653		4	_aScience popularization videos
700	0		_aHebatallah Elsemary{u2028} , _eSupervisor
856			_uhttp://172.23.153.220/th.pdf
905			_aNazla _eRevisor
905			_aShimaa _eCataloger
942			_2ddc _cTH
999			_c80680 _d80680