Episodic social media impact on users

Doss, Samuel K.; Carstens, Deborah Sater; Kies, Stephen

doi:10.1504/ijsmile.2016.079505

Cited by 3 publications

(4 citation statements)

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“…The aspects of Factor I and II participants deserve urgent attention and understanding. Evidently, social media like wikis and Line are not a fad, since they continue to play an emergent role in individuals' lives (Doss et al, 2016). With their combined strengths of formal and informal learning, unique features that optimize the benefits while constraining the limitations of each of them, it is concluded that Wikispaces and LINE are likely to form an effective approach for adult learners in the context of flipped classrooms.…”

Section: Resultsmentioning

confidence: 99%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

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The aim of this research is to identify students' perception of the utilization of wikis, LINE, and flipped teaching strategies in a Research Methodology course at a university in Taiwan. Q-methodology, a combination of qualitative and quantitative research, was employed for this study, and sixteen participants were asked to rank-order 30 statements related to the integration of wikis and LINE in a flipped classroom. Correlation, a centroid factor analysis, and judgmental rotation were used to identify the significant factors. The two factors that represented groups of participants with a similar perception were extracted and the results were as follows; (1) learners could be divided into those with a strong positive feeling about group-based activities and selfpaced learning (Collaborative Achiever) and those who had a positive reaction to collaboration, but expressed concern about tension caused by competition (Collaborative Competitor), and (2) all the participants agreed that they were highly engaged and motivated when using Wikispaces and LINE in the flipped classroom based on the advantages of a timely and easy-to-use IT environment, self-regulated learning, virtual community companion, collaborative work, and the building and sharing of knowledge. The theoretical and practical implications of the results were discussed.

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Section: Resultsmentioning

confidence: 99%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

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“…Additionally, the duration and timing of the social media task used in this study might not adequately represent students’ everyday use of SM or be sufficient to influence working memory performance. Furthermore, as noted in the comparison with the study by Doss et al [ 32 ], it is possible that habitual use, as measured in one screenshot setting (as we have done in this study), may not be a true reflection of everyday social media usage and, hence, may not capture its true effect on working memory. Lastly, differences in academic achievement might not have been detected because the sample was quite homogeneous in terms of GPA, as reflected by the high mean GPAs and the low SDs.…”

Section: Discussionmentioning

confidence: 83%

“…In earlier research, Doss et al used a daily diary to track social media usage and working memory and found that working memory and negative affect varied on a daily basis. On those days when participants reported a higher negative impact, they scored worse in assessments of working memory [ 32 ]. A daily follow-up of SMU and WM performance using a journal, following the procedure of Doss et al [ 32 ], may be a more accurate record of this association.…”

Section: Discussionmentioning

confidence: 99%

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Social Media Usage, Working Memory, and Depression: An Experimental Investigation among University Students

Almarzouki

Alghamdi

Nassar

et al. 2022

Behavioral Sciences

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Social media usage (SMU) and its relationship with working memory (WM) and academic performance remain unclear, and there is a lack of experimental evidence. We investigated whether WM mediates the association between SMU and academic performance, including the roles of depression, anxiety, and disordered social media use as possible contributors. A sample of 118 undergraduate students aged 19 to 28 from Saudi Arabia performed a WM test twice; for one assessment, participants were required to interact with social media before the test, and the other test was preceded by painting online. We also measured grade point average (GPA), habitual social media usage (SMU), depression (PHQ-9), anxiety (GAD-7), and disordered social media usage (SMDS). There was no significant difference between WM scores in the social media condition compared to the control condition, but when solely considering at least moderately depressed participants, social media use predicted significantly more errors in the social media condition compared to the control condition. Furthermore, higher SMDS scores were significantly predicted by higher PHQ-9 scores and more hours of habitual SMU. GPA scores were not predicted by WM performance or SMU. The present study is one of the first experimental attempts to compare the relationship between SMU and WM and highlights the priming effect of depression on the relationship between SMU and WM.

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Social Media: A Big Brother in Nigeria’s Electoral Space?

Obah-Akpowoghaha

Amanchukwu

2021

Elections and Electoral Violence in Nigeria

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Episodic social media impact on users

Cited by 3 publications

References 0 publications

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Social Media Usage, Working Memory, and Depression: An Experimental Investigation among University Students

Social Media: A Big Brother in Nigeria’s Electoral Space?

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