ปัจจัยและกลยุทธ์การเล่าเรื่องที่มีอิทธิพลต่อการตัดสินใจรับชมวิดีโอพอดแคสต์ด้านการสื่อสารวิทยาศาสตร์บนแพลตฟอร์มยูทูบ (YouTube) ของผู้ชมในกรุงเทพมหานคร

Panom  Wannasiri; Prapas  Nualnetr; Kanokrat  Yossakrai

doi:10.60027/iarj.2026.e297690

Authors

Panom Wannasiri Faculty of Communication Arts, Bangkokthonburi University, Thailand https://orcid.org/0009-0009-0048-4563
Prapas Nualnetr Faculty of Communication Arts, Bangkokthonburi University, Thailand https://orcid.org/0009-0000-7655-0656
Kanokrat Yossakrai Faculty of Communication Arts, Bangkokthonburi University, Thailand https://orcid.org/0009-0009-3914-7871

DOI:

https://doi.org/10.60027/iarj.2026.e297690

Keywords:

YouTube, Video Podcast, Science Storytelling, Viewing Decision, Storytelling Strategies

Abstract

Background and Aims: The expansion of YouTube has positioned video podcasts as a significant medium for knowledge dissemination, particularly science storytelling programs that rely on storytelling strategies to make complex scientific content more accessible and engaging. However, audiences’ viewing decisions in large urban contexts such as Bangkok are influenced by multiple factors, including demographics, viewing behaviors, and narrative formats. Therefore, it is necessary to examine the factors and audience perceptions associated with this type of media. Objective of this research: To examine demographic factors and storytelling strategies that influence audiences’ decisions to watch science storytelling video podcasts on YouTube in Bangkok, as well as to identify the narrative formats employed in these programs.

Methodology: This study employed a quantitative research design and collected data from a sample of 400 respondents in Bangkok using a closed-ended online questionnaire. The instrument consisted of 37 items measured on a five-point Likert scale. Content validity was examined by assessing the consistency between the questionnaire items and the research objectives and conceptual framework. The results were used to calculate the Index of Item-Objective Congruence (IOC), which yielded a value of 0.89, indicating that the instrument demonstrated an acceptable level of content validity. The collected data were subsequently analyzed using descriptive statistics.

Results: The findings reveal that audiences of science storytelling programs on YouTube in Bangkok are predominantly working-age individuals with tertiary education and high levels of digital media literacy. Demographic factors are significantly associated with viewing patterns and media selection decisions. Audiences demonstrate a stronger preference for storytelling strategies that enhance cognitive clarity and perceived credibility over those emphasizing dramatic complexity. Furthermore, storytelling formats that contextualize scientific content within everyday life and are structured to accommodate urban lifestyles are more likely to facilitate audience engagement and reflective understanding.

Conclusion: This study demonstrates that audiences’ decisions to watch science storytelling video podcasts in Bangkok are influenced by perceived credibility, relevance to everyday life, and storytelling strategies that facilitate meaning-making and comprehension. From a communication perspective, effective program design should prioritize connecting scientific knowledge with audiences’ lived experiences and contribute to the advancement of communication scholarship. These findings highlight the role of narrative design and audience-centered approaches in shaping the outcomes of science communication within digital media environments.

References

Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3(3), 265–299. https://doi.org/10.1207/S1532785XMEP0303_03

Berry, R. (2016). Podcasting: Considering the evolution of the medium and its association with the word “radio.” The Radio Journal: International Studies in Broadcast & Audio Media, 14(1), 7–22. https://doi.org/10.1386/rjao.14.1.7_1

Bucchi, M., & Trench, B. (Eds.). (2014). Routledge handbook of public communication of science and technology (2nd ed.). Routledge.

Burgess, J., & Green, J. (2018). YouTube: Online video and participatory culture (2nd ed.). Polity Press.

Castells, M. (2010). The rise of the network society (2nd ed.). Wiley-Blackwell.

Crisell, A. (1994). Understanding radio. Routledge.

Cunningham, S., & Craig, D. (2019). Social media entertainment: The new intersection of Hollywood and Silicon Valley. New York University Press.

Dahlstrom, M. F. (2014). Using narratives and storytelling to communicate science with non-expert audiences. Proceedings of the National Academy of Sciences of the United States of America, 111(Suppl. 4), 13614–13620. https://doi.org/10.1073/pnas.1320645111

Dahlstrom, M. F., & Ho, S. S. (2012). Ethical considerations of using narrative to communicate science. Science Communication, 34(5), 592–617. https://doi.org/10.1177/1075547012454597

Fisher, W. R. (1987). Human communication as narration: Toward a philosophy of reason, value, and action. University of South Carolina Press.

Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79(5), 701–721. https://doi.org/10.1037/0022-3514.79.5.701

Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the First ACM Conference on Learning at Scale (pp. 41–50). https://doi.org/10.1145/2556325.2566239

Hall, S. (1997). Representation: Cultural representations and signifying practices. SAGE.

Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York University Press.

Jenkins, H., Ford, S., & Green, J. (2013). Spreadable media: Creating value and meaning in a networked culture. New York University Press.

Katz, E., Blumler, J. G., & Gurevitch, M. (1974). Utilization of mass communication by the individual. In J. G. Blumler & E. Katz (Eds.), The uses of mass communications: Current perspectives on gratifications research (pp. 19–32). SAGE.

Kaye, D. B. V., Chen, X., & Zeng, J. (2021). The co-evolution of two Chinese mobile short video apps: Parallel platformization of Douyin and TikTok. Mobile Media & Communication, 9(2), 229–253. https://doi.org/10.1177/2050157920952120

Kotler, P. (2003). Marketing management (11th ed.). Prentice Hall.

Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.

McHugh, S. (2016). How podcasting is changing the audio storytelling genre. The Radio Journal: International Studies in Broadcast & Audio Media, 14(1), 65–82. https://doi.org/10.1386/rjao.14.1.65_1

McLuhan, M. (1964). Understanding media: The extensions of man. McGraw-Hill.

McQuail, D. (2010). McQuail’s mass communication theory (6th ed.). SAGE.

Newman, N., Fletcher, R., Eddy, K., Robertson, C. T., & Nielsen, R. K. (2023). Digital news report 2023. Reuters Institute for the Study of Journalism. https://www.digitalnewsreport.org/

Organisation for Economic Co-operation and Development (OECD). (2018). The future of education and skills: Education 2030. OECD Publishing. https://www.oecd.org/education/2030-project/

Pew Research Center. (2021). Social media use in 2021. Pew Research Center.

Schäfer, M. S., & Fähnrich, B. (2020). Communicating science in organizational contexts: Toward an “organizational turn” in science communication research. Journal of Communication, 70(3), 375–398. https://doi.org/10.1093/joc/jqaa007

Spinelli, M., & Dann, L. (2019). Podcasting: The audio media revolution. Bloomsbury Academic.

Sundar, S. S., & Limperos, A. M. (2013). Uses and Gratifications 2.0: New gratifications for new media. Journal of Broadcasting & Electronic Media, 57(4), 504–525. https://doi.org/10.1080/08838151.2013.845827

Welbourne, D. J., & Grant, W. J. (2016). Science communication on YouTube: Factors that affect channel and video popularity. Public Understanding of Science, 25(6), 706–718. https://doi.org/10.1177/0963662515572068