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V. M. Xanat and Y. Toshimasa
However, there is also a psychological bias confirmed in (Vargas Meza 2019), a
perception of virtual colonialism, where YouTube users from non-BC countries
consider BC content as of higher quality and more “professional”.
What is problematic is that content generated by media is also preferred and
watched more often than content generated by universities. Media, particularly from
BC countries, tended to portray sustainable design as a profession for loner visionaries (both men and women). On the other hand, Spanish videos tended to show a
more participative approach where, as Manzini mentions, “everyone is a designer”
(Manzini 2015).
Another aspect to be mentioned was the small amount of recent content among the
most viewed and most connected videos, regardless of YouTube algorithmic priority
for fresh content. Based in our data, such content is better connected in English SC
countries. However, average videos related to sustainable design in Spanish tended
to be from recent years, which was not the case for those with highest number of
views or indegree.
Taking on account that Facebook is behind YouTube in terms of web traffic and
that its penetration is high in Latin American countries (Kemp 2019), it is likely that
traffic for average videos is partly influenced by multiplatform sharing, while a more
specific but fragmented audience related to education seeks high quality video content
regardless of the year it was uploaded. Therefore, despite the many structural, social
and environmental issues provoked by social media platforms, valuable content is
still viewed and appreciated in some scenarios, generating micro spaces for sharing
economies.
10.4.3 Conclusions
Based in our analysis and discussion, we conclude the following:
RQ1. Videos from BC countries tended to verse on urban architecture and graphic
design, while videos from SC countries tended to depict more industrial design
and design from the mixed area; and BSC videos were more centred on rural architecture. Multidisciplinarity and participatory design were shown more frequently
in Spanish videos.
RQ2. Regarding video hubs:
RQ2.1. In terms of video views, media channels were relevant for English BC
countries, while Spanish videos were diverse. Education related actors were
relevant for SC countries, and corporations for BSC countries.
RQ2.2 In terms of network centralities, education related actors were relevant in
BC countries and SC countries. Actors in BSC countries tended to be diverse.
RQ3. Algorithmic bias, corporative influence and psychological bias played in
favor of videos from English BC countries. In contrast, comprehensive political and educational frameworks, and government and citizens participation have
V. M. Xanat and Y. Toshimasa
However, there is also a psychological bias confirmed in (Vargas Meza 2019), a
perception of virtual colonialism, where YouTube users from non-BC countries
consider BC content as of higher quality and more “professional”.
What is problematic is that content generated by media is also preferred and
watched more often than content generated by universities. Media, particularly from
BC countries, tended to portray sustainable design as a profession for loner visionaries (both men and women). On the other hand, Spanish videos tended to show a
more participative approach where, as Manzini mentions, “everyone is a designer”
(Manzini 2015).
Another aspect to be mentioned was the small amount of recent content among the
most viewed and most connected videos, regardless of YouTube algorithmic priority
for fresh content. Based in our data, such content is better connected in English SC
countries. However, average videos related to sustainable design in Spanish tended
to be from recent years, which was not the case for those with highest number of
views or indegree.
Taking on account that Facebook is behind YouTube in terms of web traffic and
that its penetration is high in Latin American countries (Kemp 2019), it is likely that
traffic for average videos is partly influenced by multiplatform sharing, while a more
specific but fragmented audience related to education seeks high quality video content
regardless of the year it was uploaded. Therefore, despite the many structural, social
and environmental issues provoked by social media platforms, valuable content is
still viewed and appreciated in some scenarios, generating micro spaces for sharing
economies.
10.4.3 Conclusions
Based in our analysis and discussion, we conclude the following:
RQ1. Videos from BC countries tended to verse on urban architecture and graphic
design, while videos from SC countries tended to depict more industrial design
and design from the mixed area; and BSC videos were more centred on rural architecture. Multidisciplinarity and participatory design were shown more frequently
in Spanish videos.
RQ2. Regarding video hubs:
RQ2.1. In terms of video views, media channels were relevant for English BC
countries, while Spanish videos were diverse. Education related actors were
relevant for SC countries, and corporations for BSC countries.
RQ2.2 In terms of network centralities, education related actors were relevant in
BC countries and SC countries. Actors in BSC countries tended to be diverse.
RQ3. Algorithmic bias, corporative influence and psychological bias played in
favor of videos from English BC countries. In contrast, comprehensive political and educational frameworks, and government and citizens participation have