Applying Twitter as an Educational Tool for Concept Learning and Engaging Students

Buzzelli, Armand A.; Holdan, E. Gregory; Rota, Daniel R.

doi:10.4018/978-1-7998-0238-9.ch010

Cited by 2 publications

(1 citation statement)

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“…In higher education, the use of Twitter avails educational benefits through interactive and collaborative learning (Tur, Marín, & Carpenter, 2017). Thus, teachers have incorporated social networking sites into their class activities as a way to motivate students, foster their learning performance, and increase their engagement (Bond, Buntins, Bedenlier, Zawacki-Richter, & Kerres, 2020;Bower, 2016;Busselli, Holdan & Rota, 2019;Hui, Li, Qian, & Kwok, 2019;Junco, Elavsky, & Heiberger, 2013;Schwartz & Caduri, 2016;Soffer & Yaron, 2017;Staines & Lauchs, 2013). However, few of these studies have considered how to create engagement in a learning project conducted through Twitter (Castellanos, Haya, & Urquiza-Fuentes, 2017;Luo, Shah, & Cromptom, 2019;Schwartz & Caduri, 2016).…”

Section: Introductionmentioning

confidence: 99%

The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience

Pérez-López

Gurrea-Sarasa

Herrando

et al. 2020

AJET

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Twitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking site. To address this gap, we propose a series of activities conducted through Twitter to analyse the engagement generation process in a sample of 110 students in the first year of a business and administration degree at a large Spanish university. The results show that the engagement process is created through active collaborative learning and enjoyment, and that engaged students are more satisfied with the activity and perceive greater learning performance. This leads us to recommend teachers to encourage active and collaborative activities to make students more engaged and satisfied, and improve their performance.

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