Mehdi Sadaghdar
ElectroBOOM: Electrical Engineering Comedy and Education Channel
Mehdi Sadaghdar is an Iranian-Canadian electrical engineer who created ElectroBOOM, a YouTube channel that combines electrical engineering education with comedy, often involving his own theatrical reactions to electrical shocks and circuit failures. He holds a degree in electrical engineering and applies that background to the channel's content, which covers circuit analysis, electromagnetic theory, electrical safety, and debunking free energy and overunity scam videos. The channel launched in 2012 and has grown to approximately 5 million subscribers.
His format uses humor and deliberate self-endangerment — performed to varying degrees, with real and exaggerated elements — to make electrical engineering concepts memorable. This approach has a genuine pedagogical dimension: demonstrating what happens when electrical circuits are configured incorrectly or when safety precautions are ignored creates visceral associations between concepts and their physical consequences. His debunking videos cover a category of viral electrical misinformation — free energy devices, impossible efficiency claims — and apply basic physics and engineering analysis to show why the claims are impossible.
The "self-shocking" format has limitations as a signal of safety practice. While Sadaghdar's actual experiments are conducted with awareness of risks — he is a trained engineer — the comedic presentation of electrical accidents could be misread by viewers without engineering backgrounds as evidence that electrical experimentation is less dangerous than it is. He typically includes verbal or on-screen safety caveats, though the entertainment framing creates a tension with safety messaging.
His debunking work is among his most substantive contributions. Overunity and free energy scams exploit widespread gaps in public understanding of thermodynamics and electrical systems, and Sadaghdar's engineering-grounded refutations provide accessible tools for evaluating such claims. His willingness to apply formal analysis to debunking distinguishes his approach from purely dismissive responses and provides educational value beyond the specific device being evaluated.