A review of empirical studies of affordances and development of a framework for educational adoption of mobile social media

Xue, Sijia; Churchill, Daniel

doi:10.1007/s11423-019-09679-y

Cited by 50 publications

(45 citation statements)

References 58 publications

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“…Social media afford learners opportunities to connect or associate with other individuals or information (Jin, 2018;Koehler et al, 2017;Manca & Ranieri, 2016;Tur & Urbina, 2014;Xue & Churchill, 2019). These connections and associations can potentially take many forms: interactions and collaborations between learners and others (e.g., peers, instructors, experts) and between learners and diverse contexts (e.g., informal, non-native); educational resource sharing in diverse and integrated formats (e.g., integration of platforms in one place-YouTube shared via Facebook for discussion); and interactions and resources shared with enhanced connections (e.g., geotagged photos can be located and discussed).…”

Section: Associationmentioning

confidence: 99%

“…To strategically consider how contemporary technologies, like social media, are evolving and to determine value, many researchers have adopted an affordance-based approach-both in education (Jin, 2018;Xue & Churchill, 2019;Zawawi et al, 2017) and beyond (Chen et al, 2019;van Osch & Coursaris, 2017). By focusing on affordances (e.g., qualities emerging from user and tool interaction, Gaver, 1991), not only are researchers able to consider the collection of features of a given tool to distinguish it from other tools (Treem & Leonardi, 2013), but also, educators can be informed in their technology integration decisions.…”

Section: Introductionmentioning

confidence: 99%

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Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Koehler

Vilarinho-Pereira

2021

Education Tech Research Dev

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Educators consider the development of problem-solving skills in learners to be a primary goal of contemporary teaching and learning efforts. Yet, participating in problem-centered instruction is challenging for learners, and educators have sought different ways of supporting learners as they make sense of complex content. Social media applications are readily available for use by educators, which in turn provides many opportunities for these tools to support teaching and learning activities. While social media affordances offer educators exciting opportunities to support learners in authentic problem-solving contexts, these tools do not come without challenges, and little research has considered how such tools can specifically facilitate the development of learners’ problem-solving abilities. The purpose of this paper is to identify prominent educational affordances of social media and to explore how these identified affordances have the potential to support ill-structured problem-solving activities. This paper offers researchers and educators new directions for facilitating problem-centered learning when using social media.

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Section: Associationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Koehler

Vilarinho-Pereira

2021

Education Tech Research Dev

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“…However, the majority of the studies have been conducted in higher education with adult learners, with little attention being paid to young learners in primary education. Xue and Churchill (2019) conducted a literature review on the affordances of WeChat and distiled seven categories of affordances for educational uses: Authentic Learning, Resources Sharing, Community Building, Motivating Environment, Collaboration, Evaluation and Feedback and Administration for Learning. These affordances tend to be quite general instead of being specific to language learning.…”

Section: Related Literaturementioning

confidence: 99%

Affordances of a mobile learner‐generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective

Song¹,

Ma²

2020

Brit J Educational Tech

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This paper reports on a case study of English as a second language (ESL) vocabulary learning that examined a group of Grade 4 students’ mobile learning experiences of bridging in‐class and real‐life vocabulary learning mediated by a mobile learner‐generated content (m‐LGC) tool. This study was premised on the proposed framework of mobile vocabulary learning from an ecological perspective using the concept of affordances, taking the topic of “Food” as an example. Data collection included learning logs created by students and a questionnaire about students’ perceptions of the m‐LGC tool for vocabulary learning. The results revealed four types of affordances of the m‐LGC tool that the learners perceived and acted on in real life outside the classroom, namely: vocabulary form‐meaning mapping, consolidating vocabulary by productive use, vocabulary revision and social affordance. The students’ perceptions of the m‐LGC tool for vocabulary learning were positive. This study shows that the various affordances helped students in applying newly learned words to real‐life contexts. Social affordance provided the social contexts for communication via peer interaction, vocabulary expansion as well as the creation of a learning community.

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“…It is precisely in this perspective, where mobile technologies play a fundamental role, although always taking into account the vulnerability of these devices due to cyber-attacks on privacy and data exploitation [41]. Providing students with educational opportunities [42] that do not require temporal and spatial limitations [43][44][45] will modify the traditional physical relationships between teachers, students and learning [46,47].…”

Section: Tools and Strategies In Plementioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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A review of empirical studies of affordances and development of a framework for educational adoption of mobile social media

Cited by 50 publications

References 58 publications

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Affordances of a mobile learner‐generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

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