EXPLORING THE USE OF VIDEO TOOLS AND SOCIAL MEDIA IN LEARNING MANAGEMENT SYSTEMS IN A STEM FACULTY

Learning Management Systems are central to higher education, yet challenges in navigation, usability, and engagement can limit their effectiveness, particularly when integrating video tools and social media. This study explores student experiences with LMS navigation, interactive video tools, and social media platforms such as YouTube in a STEM faculty at an Australian university. Using a mixed-methods survey, it examined navigation challenges, engagement with video tools, and perceptions of social media as supplementary learning resources. Results show that while students are generally confident navigating the LMS, issues such as inconsistent layouts, information overload, and outdated content persist. Students preferred concise, well-structured interactive videos with features such as quizzes, annotations, and segments. Social media was viewed as a valuable complement to formal LMS resources, enhancing engagement, self-paced learning, and accessibility. Findings support integrating interactive video tools and social media to improve usability, engagement, and inclusive digital learning experiences.