Defining the ‘good’ in educational TikTok videos: Authenticity, literacies, and digital enlightenment
DOI:
https://doi.org/10.47989/ir31iConf64152Keywords:
TikTok, Short form video, Information literacy, Authenticity, PedagogyAbstract
Introduction. This study examines what makes an educational TikTok video ‘good’ from the perspective of learners who actively use the platform. While prior work highlights design principles and instructional strategies, little research investigates how learners themselves define effectiveness in short-form digital video.
Method. Using grounded theory, the team conducted semi-structured Zoom interviews with 27 TikTok users who had learned something new on the platform within the past two years. Participants, recruited through snowball sampling, represented diverse demographics and topical interests. Interviews were transcribed and analyzed through open, axial, and selective coding.
Analysis. Six interdependent domains shaped participants’ evaluations: Content and Engagement, Delivery and Pedagogy, Affective Qualities, Social and Community, Credibility and Trust, and Platform Affordances.
Results. Participants defined good educational videos as those that integrate clarity, authenticity, community interaction, and intentional use of TikTok’s features. Videos stand out when they balance entertainment with pedagogy, build trust through authentic delivery, and act as gateways to deeper exploration.
Conclusion. The study offers a sociotechnical framework that bridges cognitive, affective, social, and technological dimensions of learning, presenting implications for educators, librarians, and creators designing effective video-based instruction.
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