Public comment sentiment on educational videos: Understanding the effects of presenter gender, video format, threading, and moderation on YouTube TED talk comments

• Published in: PloS one 2018-06, Vol.13 (6), p.e0197331-e0197331
• Main Authors: Veletsianos, George, Kimmons, Royce, Larsen, Ross, Dousay, Tonia A, Lowenthal, Patrick R
• Format: Article
• Language: English
• Subjects: Analysis; Biology and Life Sciences; Communications Media - trends; Computer and Information Sciences; Data Mining - trends; Digital media; Education; Education - trends; Educational videos; Emotions - physiology; Female; Format; Humans; Internet; Internet - trends; Learning; Male; Polarity; Scholars; Sentiment analysis; Sentimentality; Social media; Social Media - trends; Social networks; Social Sciences; Software; Students; Teaching
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0197331

Scholars, educators, and students are increasingly encouraged to participate in online spaces. While the current literature highlights the potential positive outcomes of such participation, little research exists on the sentiment that these individuals may face online and on the factors that may lead some people to face different types of sentiment than others. To investigate these issues, we examined the strength of positive and negative sentiment expressed in response to TEDx and TED-Ed talks posted on YouTube (n = 655), the effect of several variables on comment and reply sentiment (n = 774,939), and the projected effects that sentiment-based moderation would have had on posted content. We found that most comments and replies were neutral in nature and some topics were more likely than others to elicit positive or negative sentiment. Videos of male presenters showed greater neutrality, while videos of female presenters saw significantly greater positive and negative polarity in replies. Animations neutralized both the negativity and positivity of replies at a very high rate. Gender and video format influenced the sentiment of replies and not just the initial comments that were directed toward the video. Finally, we found that using sentiment as a way to moderate offensive content would have a significant effect on non-offensive content. These findings have far-reaching implications for social media platforms and for those who encourage or prepare students and scholars to participate online.