Abstract:
This research discusses how children aged 11 to 13 years benefit from using YouTube as an informal learning tool. The study was conducted using a qualitative descriptive survey research and 22 learners divided into four focus groups from a primary school in Centurion, Gauteng Province, South Africa were interviewed. The researcher adopted Social Cognitive Theory as an underlying theoretical framework for the study. The theoretical framework highlights that a triadic reciprocal causation between environment (home environment, school environment), cognitive factors (self-efficacy, self-regulation, reinforcements, outcome expectations and observational learning) and behavioural factors (informal learning) plays a crucial role on how children learn on YouTube. The data collected from the focus group interviews was analysed using thematic analysis. The findings of the research contribute to literature by highlighting vast incidental and self-directed informal learning benefits experienced by children using YouTube. The study acknowledges that there are possibilities of children being exposed to inappropriate content when using of social media; however, it was concluded that instead of prohibiting children from using social media platforms, they should be empowered with skills that will allow them to play a first line defence in ensuring their safety online.
