Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time

Abstract

The use of social media such as Twitter has gained popularity in education during the COVID-19 pandemic. This study included 22 high-quality peer-reviewed journal articles for the meta-analysis. We reveal that there are no significant differences in teaching effectiveness between the Twitter and non-Twitter-assisted learning approaches; Twitter-assisted learning outcomes are significantly higher than the non-Twitter-assisted whether Twitter is used as a supplementary or an integrated tool; Twitter-assisted learning can lead to significantly higher learning outcomes than non-Twitter-assisted learning in the USA, Greece, and Sweden but no significant difference is revealed in Spain; Sweden users hold significantly positive attitudes towards the use of Twitter in education but no significant difference is found in the USA; Twitter-assisted learning can cause significantly more engagement than non-Twitter-assisted in the USA; and Male learners have significantly higher learning outcomes than females in both the USA and Spain.