hello AI, please act as experience researcher of media and communication; convert this literature review  of research paper to modren languge structure that follow all requirment to international journal for publication.                                                                                                                                                                                                 (Almobarraz, 2018) stated that YouTube is beneficial for students as a learning tool, as well asbeing an effective tool for teaching common skills and tasks in a formal setting or in the home
YouTube videos acts as an effective and supplementary tool for learning (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018) for teaching and learning general skills and completing tasks either at home or classroom setting for students as well as for teachers in a university setup. Use of YouTube in the classroom had a beneficial effect on overall learning of students (Roodt & Peier, 2013) 
But, (Buzzetto-More, 2015)  defends that student engagement enhances the online learning experience through the course delivery methods for deciding on the use of videos and its services. There are big improvements in how well students learn when videos are used as part of the teaching and learning process, and narration in the videos is a big part of that (Muniyandy et al., 2015).  
As of May 2019, more than 500 hours of video are uploaded to YouTube every minute around the world  (Hutauruk, Sibhombing, Lestari, & Hutapea, 2022) which adds up to 30,000 hours of videos uploaded to YouTube every hour. (Agichtein, Castillo, Donato, Gionis, & Mishne, 2008)  study on the quality of user-generated content on social network cite is becoming more and more important as members of the community add more information in the form of links and quality ratings. So, teachers have used YouTube videos, especially when they are teaching modelling and giving context for what they are teaching  (Younger, Duncan, & Hart, 2013).
This is because the videos can be used to build student learning communities to get students more involved, help them learn in a systematic way through problem-solving, and give them analytical skills. This type of activity may limit teachers' use of YouTube, and the possibility of retaining the full benefits of YouTube videos has been studied by (Wlison, 2015).
(Tan & Pearce, 2011) did another study that looked at how YouTube videos were used in teaching and learning sociology courses at Durham University. They found that sociology students thought YouTube videos were a valid source that helped them learn more and could be used to explain things in the future. YouTube videos are now used in all subjects and fields around the world. (Jaffar, 2012)  found in his study that the use of YouTube videos can change and improve teaching and learning in medical subjects in general and anatomy in particular.
(Burke, Snyder, & Rager, 2009) looked at the role YouTube videos play in medical education and found that teachers make good use of YouTube videos in their lessons. The study looks at how social media can help Saudi Arabians be better people in general.
(Yusuf, Al-madah, & Alam, 2016) found that teachers were trying to use social media tools in the classroom to help students learn more effectively and have a bigger impact on the course. (Alwagait et al., 2015) on the other hand, didn't agree with the idea that students' academic performance would go down if they used social media more. It was also looked into how Saudi colleges use YouTube videos to teach literature and languages. The study by (Khalid & Muhammad, 2012) found that teaching with YouTube videos is better than teaching with books.
(Chtouki, Harroud, Khalidi, & Bennani, 2012) did a study on the usage of YouTube videos to improve students' learning. They compared the performance of computer science students with non-computer science students using YouTube videos. The study's findings reveal that when students are exposed to a visual explanation via video, their knowledge and recollection of complicated concepts improve dramatically.
(Duffy, 2008) looked at how using YouTube to teach and learn with students creates a new learning ecosystem for learning how to do things and improves the learning experience for students from the Google-eyed generation. The study also talks about some possible strategies that teachers could use when using Web 2.0 technologies to help their students learn better.
(Rapp et al., 2016) looked at how medical teachers and students use videos to prepare for surgery. It also found out what people like best between YouTube videos, reading, and talking to their peers. For example, 86.0% of the people who answered the survey said they like to watch YouTube videos.
Most studies in Saudi Arabia look at how social media are used in higher education. For example,  (Yusuf et al., 2016) looked at how social media can be used to learn and how it changes how people act in Saudi Arabia. They discovered that Saudi teachers were looking for ways to use social media tools in the educational field. One opportunity was to use these tools as a teaching and learning resource in the current school system to help the curriculum move forward.
(Alwagait et al., 2015) also looked into the relationship between using social media and doing well in school. The authors didn't agree with the idea that students are doing worse in school because they use social networks more. The study also found that weekly social media use had a positive skew, but most students don't spend too much time on social media. 
One study that didn't look at how people use social media in general was done by  (Khalid & Muhammad, 2012). They looked at how YouTube was used in a Saudi college as a supplement for teaching English literature. The study found that YouTube is better at helping people with their problems than courses based on textbooks.
The present study bridges the gap in the literature by focusing on the Students Consumption of educational content on YouTube for seeking it as effective learning tool.