YouTube's immense popularity makes it a significant source of educational content for students. One prominent category is "productivity" videos, which aim to teach viewers efficient lifestyle strategies. While potentially beneficial, these videos could also foster unrealistic expectations and negatively affect self-image due to social comparison. Existing research is limited on the actual emotional impact of these videos. This study aimed to evaluate viewer attitudes toward productivity videos on YouTube to inform the creation of more effective digital educational content. The proliferation of social media platforms, particularly YouTube, provides unparalleled opportunities for education and information dissemination. However, the ease of access and distribution is accompanied by challenges in ensuring quality control and evaluating the impact on viewers' emotional well-being. Many productivity videos, while well-intentioned, lack rigorous evaluation, potentially leading to unrealistic portrayals of productivity and negative self-perception amongst viewers. This study seeks to fill this gap by exploring the emotional landscape engendered by watching these videos.

The literature reveals the widespread use of YouTube for educational purposes across various disciplines. However, the quality of educational content on YouTube varies significantly, with a lack of standardized evaluation methods. While some studies assess video quality using metrics like video power index or grading criteria based on video characteristics, there is limited research on viewer perceptions and emotional responses to this content, particularly regarding productivity videos. Studies show that social media use can influence body image and self-esteem, potentially leading to feelings of inadequacy when comparing oneself to others. The impact of productivity videos, often showcasing highly productive individuals, on viewers' self-perception warrants investigation.

This cross-sectional observational study employed a Qualtrics survey disseminated via YouTube and Instagram community posts and stories. The survey collected demographic data (age, gender, country, education level) and assessed respondents' exposure to and emotional responses (anxious, motivated, inspired, neutral/indifferent, inadequate) to YouTube productivity videos. Respondents also rated the helpfulness of these videos (1-10) and provided free-text feedback on their perceptions and suggestions for improvement. The study aimed for broad reach by utilizing multiple social media platforms. Both YouTube and Instagram posts were temporary to maintain user anonymity. Incomplete responses were excluded from analysis. Data are presented as integers, percentages, and means with standard deviations where appropriate. Chi-square analysis was used to test for homogeneity of categorical variables.

Of the 575 completed surveys, 475 (87.3%) respondents reported watching YouTube productivity videos. The average age was 23 years, with a predominantly female (389/575) sample. The average helpfulness rating was 6.8/10. Most respondents (73.1% motivated, 62.8% inspired) reported positive emotions, yet significant portions felt anxious (24.6%) or inadequate (18.1%). Younger viewers (under 23) showed significantly higher anxiety levels compared to older viewers (28.6% vs 16.2%, p=0.0034). Qualitative data revealed recurring themes: videos should increase relatability by showcasing more realistic routines and struggles, including downtime, and providing strategies for handling unmet goals. Shortened video lengths and bullet point summaries were also suggested.

The findings indicate that while YouTube productivity videos are generally helpful and evoke positive emotions like motivation and inspiration, a notable portion of viewers experience negative emotions such as anxiety and inadequacy. This highlights the need for content creators to approach the creation of these videos more thoughtfully. The significantly higher anxiety levels among younger viewers suggest a greater vulnerability to negative social comparison, emphasizing the importance of creating relatable content that promotes realistic expectations and coping mechanisms for setbacks. The themes identified in the qualitative data point towards specific actionable improvements for future video content.

This study demonstrates that while most viewers find YouTube productivity videos motivating and inspiring, a substantial number experience negative emotions due to a lack of relatability and realism. Future videos should incorporate more realistic portrayals of daily life, including setbacks and downtime, and offer strategies for handling unmet goals. The study's findings underscore the need for a more nuanced approach to creating educational content on platforms like YouTube, taking into account the potential for both positive and negative psychological impact.

The study's reliance on self-reported data and the potential for sampling bias due to the use of social media platforms should be considered. The sample, while large and geographically diverse, might not fully represent the global YouTube audience. The survey's distribution through the authors' own channels could lead to a biased response as viewers may have pre-existing positive perceptions of their content.