Abstract: This study investigated the perceptions of prank video content on YouTube among Rivers State University students, utilizing Cognitive Dissonance Theory to explore how students reconcile conflicting attitudes toward prank videos. The research employed a cross-sectional survey method with a sample size of 400 students, selected through a cluster sampling technique. Data were collected via structured questionnaires, focusing on students’ enjoyment, ethical concerns, and personal values related to prank videos. The findings reveal a mixed perception of prank content. On one hand, students appreciate the entertainment value and humour of prank videos, contributing to high engagement and enjoyment. On the other hand, significant cognitive dissonance is evident as students grapple with ethical concerns about the potential harm or embarrassment caused to individuals featured in these videos. This conflict often results in justifications or minimizations of the negative impact to align their enjoyment with their moral standards. Frequency and percentage methods were employed to analyze the data, highlighting that while a substantial portion of students find prank videos entertaining, there is a notable concern about their ethical implications. The study concludes that students hold mixed feelings towards prank content, balancing enjoyment with ethical reservations. Recommendations include encouraging content creators to adopt more ethical practices in pranking, such as avoiding harmful scenarios, and promoting media literacy among students to better navigate the ethical dimensions of online content. Additionally, universities should consider incorporating discussions on media ethics and critical viewing skills into their curricula to address these conflicts.
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