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Amplifying Academic Research through YouTube: Engagement Metrics as Predictors of Citation Impact

Olga Zagovora, Talisa Schwal, Katrin Weller

TL;DR

The paper investigates whether YouTube engagement signals can reflect and amplify the academic impact of cited publications. By integrating Altmetric data with YouTube API-derived metrics and analyzing publication mentions in video comments, it uses $OLS$ regression on log-transformed variables to reveal positive links between engagement (video references, like/dislike balance, and publication-referencing comments) and citation impact. The findings imply that YouTube can act as an informal filter or signal for high-impact research, while credibility signals at the channel level modulate this effect; limitations include a historical dataset (2006–2017) and opportunities for richer feature sets in future work. Practically, the study highlights YouTube's role in extending scholarly visibility and guiding audience attention toward influential publications.

Abstract

This study explores the interplay between YouTube engagement metrics and the academic impact of cited publications within video descriptions, amid declining trust in traditional journalism and increased reliance on social media for information. By analyzing data from Altmetric.com and YouTube's API, it assesses how YouTube video features relate to citation impact. Initial results suggest that videos citing scientific publications and garnering high engagement-likes, comments, and references to other publications-may function as a filtering mechanism or even as a predictor of impactful research.

Amplifying Academic Research through YouTube: Engagement Metrics as Predictors of Citation Impact

TL;DR

The paper investigates whether YouTube engagement signals can reflect and amplify the academic impact of cited publications. By integrating Altmetric data with YouTube API-derived metrics and analyzing publication mentions in video comments, it uses regression on log-transformed variables to reveal positive links between engagement (video references, like/dislike balance, and publication-referencing comments) and citation impact. The findings imply that YouTube can act as an informal filter or signal for high-impact research, while credibility signals at the channel level modulate this effect; limitations include a historical dataset (2006–2017) and opportunities for richer feature sets in future work. Practically, the study highlights YouTube's role in extending scholarly visibility and guiding audience attention toward influential publications.

Abstract

This study explores the interplay between YouTube engagement metrics and the academic impact of cited publications within video descriptions, amid declining trust in traditional journalism and increased reliance on social media for information. By analyzing data from Altmetric.com and YouTube's API, it assesses how YouTube video features relate to citation impact. Initial results suggest that videos citing scientific publications and garnering high engagement-likes, comments, and references to other publications-may function as a filtering mechanism or even as a predictor of impactful research.
Paper Structure (3 sections, 1 figure, 1 table)

This paper contains 3 sections, 1 figure, 1 table.

Table of Contents

  1. Introduction
  2. Data Collection & Method
  3. Results & Discussion

Figures (1)

  • Figure 1: Counts of (a) topic of channel: FIT - fitness and nutrition, MULTI_SCI - multidisciplinary channels with professional science perspective, OPINION - personal opinion and alternative news, HEALTH - medicine and health sciences, POPSCI - multidisciplinary channels with popular science perspective, STEM - STEM fields of science, OTHER/MISC - other topics or miscellaneous, HUM_SOC - humanities and social sciences, VLOG - video blogs, BIO - biology and life sciences, GAME, CREATIVE - creativity, POL - politics and activism, COACH - coaching; (b) channel type: PUBL - publishers and journals, YOUTUBE - (semi-) professional YouTube users who have an established online presence on the platform, YOUTUBEAC - those who qualify into the previous group but also hold an academic degree in the field of their channel topic, OTHER - those who do not fit in any of the categories, ACADEM - academics or groups of academics, NA - no available information, COMPANY, INSTITUTE - research institutes or organizations, STUDENT - student accounts; (c) channels moderated by a group, an individual, or when it is unclear.