Pub Date : 2020-08-13DOI: 10.1504/ijsmile.2020.10031268
Hong T. P. Ngo, Ariana Eichelberger
This netnographic study explored EFL learning ecologies in language learning social network platforms by exploring the experience and perceptions of international non-traditional learners of EFL utilising the italki platform. Analysis of italki tools and two in-depth interviews revealed that the learners were self-disciplined and proactive in this informal learning environment and they felt positive about the platform itself. In italki individual EFL learners were able to personalise their learning ecologies utilising its affordances to satisfy their learning needs, interests, and curiosity in the absence of formal instructional materials. The findings suggest that integration of online language learning platforms such as italki in foreign language education could provide positive pedagogical changes that empower learners to cultivate personal ecologies for lifelong and lifewide adult learning.
{"title":"Learning ecologies in online language learning social networks: a netnographic study of EFL learners using italki","authors":"Hong T. P. Ngo, Ariana Eichelberger","doi":"10.1504/ijsmile.2020.10031268","DOIUrl":"https://doi.org/10.1504/ijsmile.2020.10031268","url":null,"abstract":"This netnographic study explored EFL learning ecologies in language learning social network platforms by exploring the experience and perceptions of international non-traditional learners of EFL utilising the italki platform. Analysis of italki tools and two in-depth interviews revealed that the learners were self-disciplined and proactive in this informal learning environment and they felt positive about the platform itself. In italki individual EFL learners were able to personalise their learning ecologies utilising its affordances to satisfy their learning needs, interests, and curiosity in the absence of formal instructional materials. The findings suggest that integration of online language learning platforms such as italki in foreign language education could provide positive pedagogical changes that empower learners to cultivate personal ecologies for lifelong and lifewide adult learning.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125032628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.1504/ijsmile.2020.10031262
Sarah Jernigan
Social media is used in many settings, including the college classroom. This study examined social media use to promote social change in an undergraduate leadership course. A qualitative iterative method and quantitative Likert scale were used to code student tweets and survey responses at both the beginning and end of the semester. Findings suggested that the effective use of social media in the classroom can change how students view the world. Recommendations include: educators should be wary of slacktivism; pedagogies should include repetition and discussion, and teachers should provide flexibility for their students on social media platform choice.
{"title":"How to change the world: the relationship between social media and social change in the classroom","authors":"Sarah Jernigan","doi":"10.1504/ijsmile.2020.10031262","DOIUrl":"https://doi.org/10.1504/ijsmile.2020.10031262","url":null,"abstract":"Social media is used in many settings, including the college classroom. This study examined social media use to promote social change in an undergraduate leadership course. A qualitative iterative method and quantitative Likert scale were used to code student tweets and survey responses at both the beginning and end of the semester. Findings suggested that the effective use of social media in the classroom can change how students view the world. Recommendations include: educators should be wary of slacktivism; pedagogies should include repetition and discussion, and teachers should provide flexibility for their students on social media platform choice.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114235584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.1504/ijsmile.2020.10031270
Enilda Romero-Hall, Erika A Petersen, Renata Sindicic, Linlin Li
This investigation aimed to survey undergraduate students on their social media preference, active participation, lurking behaviours, and motivational factors. This investigation focused on participation patterns and outcomes between the students' most used social media (MUSM) and least used social media (LUSM). A total of 769 participants consented to complete the electronic survey. The investigation results indicated that as undergraduate students change their class standings, so does their use of social media. Sophomores are more active in their MUSM compared to freshman undergraduate students. Sophomores were also more likely to lurk compared to junior and senior undergraduate students. The results also indicate that both commitment and individual motivational factors encourage undergraduate students to log in and use their LUSM. Lastly, results showed that undergraduate students use and participate in social media for traditional as well as a range of alternative activities. The main alternative activity performed by undergraduate students in their MUSM and LUSM was private and direct messaging to share content and chat with others.
{"title":"Most versus least used social media: undergraduate students' preferences, participation, lurking, and motivational factors","authors":"Enilda Romero-Hall, Erika A Petersen, Renata Sindicic, Linlin Li","doi":"10.1504/ijsmile.2020.10031270","DOIUrl":"https://doi.org/10.1504/ijsmile.2020.10031270","url":null,"abstract":"This investigation aimed to survey undergraduate students on their social media preference, active participation, lurking behaviours, and motivational factors. This investigation focused on participation patterns and outcomes between the students' most used social media (MUSM) and least used social media (LUSM). A total of 769 participants consented to complete the electronic survey. The investigation results indicated that as undergraduate students change their class standings, so does their use of social media. Sophomores are more active in their MUSM compared to freshman undergraduate students. Sophomores were also more likely to lurk compared to junior and senior undergraduate students. The results also indicate that both commitment and individual motivational factors encourage undergraduate students to log in and use their LUSM. Lastly, results showed that undergraduate students use and participate in social media for traditional as well as a range of alternative activities. The main alternative activity performed by undergraduate students in their MUSM and LUSM was private and direct messaging to share content and chat with others.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125325285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-03DOI: 10.1504/ijsmile.2019.10023644
K. Ohei
Assumption exists that the traditional method to teaching and learning may not be adequate to effectively address and improve student-centred learning outcomes, especially for those who are socially and technologically inclined. The importance of using audiovisual, graphic, technological objects and applications for teaching and learning calls for the integration of social media in education. Presently, tools, such as blogs, Wikis, YouTube, vodcast/podcast, Facebook, and Twitter have gained prominence in pedagogic context. It is now a recognised fact that merging social media technologies in teaching serve to bring both the institution and students closer. The purpose of this paper was to examine the effects and benefits of social media tools for better learning experiences and outcomes of students and whether social media tools should be incorporated as a blended approach to already existing method. A quantitative approach was used. The overall findings suggest that social media tools should be integrated in Higher Education Institute (HEI) as these tools are effective, useful will impact positively on education, although there are controversies arising from using such social media in education, namely human factors, security concerns, ethical and legal issues. Notwithstanding these concerns, social media tools offer HEI new approaches to teaching and learning.
{"title":"Integration of social media technologies and applications to serve as blended approaches to traditional teaching and learning method: a case study of South African universities","authors":"K. Ohei","doi":"10.1504/ijsmile.2019.10023644","DOIUrl":"https://doi.org/10.1504/ijsmile.2019.10023644","url":null,"abstract":"Assumption exists that the traditional method to teaching and learning may not be adequate to effectively address and improve student-centred learning outcomes, especially for those who are socially and technologically inclined. The importance of using audiovisual, graphic, technological objects and applications for teaching and learning calls for the integration of social media in education. Presently, tools, such as blogs, Wikis, YouTube, vodcast/podcast, Facebook, and Twitter have gained prominence in pedagogic context. It is now a recognised fact that merging social media technologies in teaching serve to bring both the institution and students closer. The purpose of this paper was to examine the effects and benefits of social media tools for better learning experiences and outcomes of students and whether social media tools should be incorporated as a blended approach to already existing method. A quantitative approach was used. The overall findings suggest that social media tools should be integrated in Higher Education Institute (HEI) as these tools are effective, useful will impact positively on education, although there are controversies arising from using such social media in education, namely human factors, security concerns, ethical and legal issues. Notwithstanding these concerns, social media tools offer HEI new approaches to teaching and learning.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"30 121","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132973305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-03DOI: 10.1504/IJSMILE.2019.10022854
Tian Luo, DavidRichard Moore, T. Franklin, H. Crompton
The purpose of this research is to examine factors affecting students' perception and engagement of microblogging integration using a qualitative approach. We employed a qualitative case study design to explore potential factors affecting microblogging integration in a hybrid course. Using the technology acceptance model (TAM) model as an umbrella framework, we examined through in-depth interviews with 18 participants the impact of microblogging integration into instruction that affected students' reported use and perceptions of their microblogging-supported learning experiences. We found that individual differences, system characteristics, social influence and facilitating conditions all have impact on student participation and engagement in microblogging integration to varying degrees. We identified more granular factors within each of the four dimensions. Additionally, we proposed a Twitter user taxonomy based on perceived usefulness and usage behaviour and discussed its broad implications in higher education learning environments. Finally, we identified several pedagogical implications pertaining to strategies of microblogging integration under the context of a hybrid course and offered pertinent recommendations for future research.
{"title":"Applying a modified technology acceptance model to qualitatively analyse the factors affecting microblogging integration","authors":"Tian Luo, DavidRichard Moore, T. Franklin, H. Crompton","doi":"10.1504/IJSMILE.2019.10022854","DOIUrl":"https://doi.org/10.1504/IJSMILE.2019.10022854","url":null,"abstract":"The purpose of this research is to examine factors affecting students' perception and engagement of microblogging integration using a qualitative approach. We employed a qualitative case study design to explore potential factors affecting microblogging integration in a hybrid course. Using the technology acceptance model (TAM) model as an umbrella framework, we examined through in-depth interviews with 18 participants the impact of microblogging integration into instruction that affected students' reported use and perceptions of their microblogging-supported learning experiences. We found that individual differences, system characteristics, social influence and facilitating conditions all have impact on student participation and engagement in microblogging integration to varying degrees. We identified more granular factors within each of the four dimensions. Additionally, we proposed a Twitter user taxonomy based on perceived usefulness and usage behaviour and discussed its broad implications in higher education learning environments. Finally, we identified several pedagogical implications pertaining to strategies of microblogging integration under the context of a hybrid course and offered pertinent recommendations for future research.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132493039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-03DOI: 10.1504/ijsmile.2019.10023643
Stephan Längle
The purpose of this paper is to present the use of pop culture in the learning process between 2000 and 2018. This research describes an analysis of the existing studies and results, which are summarised in this article. An increasing number of scientists use pop-cultural elements to communicate scientific theories and methods to the public. There will be a focus on Star Wars science on social media because Star Wars is one of the most popular and long-lived pop-cultural phenomena of the last century (Box Office Mojo, n.d.) and probably well-known by most students. Learning by using pop culture often happens via social media; it can be a great mediator for students to gain interest in science, technology, engineering, and mathematics (STEM) subjects they would otherwise not engage with.
{"title":"Star Wars science on social media! Using pop culture to improve STEM skills","authors":"Stephan Längle","doi":"10.1504/ijsmile.2019.10023643","DOIUrl":"https://doi.org/10.1504/ijsmile.2019.10023643","url":null,"abstract":"The purpose of this paper is to present the use of pop culture in the learning process between 2000 and 2018. This research describes an analysis of the existing studies and results, which are summarised in this article. An increasing number of scientists use pop-cultural elements to communicate scientific theories and methods to the public. There will be a focus on Star Wars science on social media because Star Wars is one of the most popular and long-lived pop-cultural phenomena of the last century (Box Office Mojo, n.d.) and probably well-known by most students. Learning by using pop culture often happens via social media; it can be a great mediator for students to gain interest in science, technology, engineering, and mathematics (STEM) subjects they would otherwise not engage with.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116768610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1504/IJSMILE.2018.092380
Hong Lu, Yun Tian, Chao Wang
For the examinees who exhibit test-taking behaviour that is non-effortful, the resulting scores are less valid because they are likely to underestimate what the examinees actually know and can do. Based on previous studies, the present study explored whether there was significant influence of ability level and big five personality traits on test-taking behaviour in the context of computerised adaptive testing (CAT) with binary logistic regression model. 126 items which varied in terms of their discrimination and difficulty constructed item bank of adaptive testing system. Chinese big five personality inventory brief version and CAT were administered to 142 students who majored in educational technology in a university. The results indicated that both ability level and big five personality traits had significant effect on examinees' test-taking behaviour. Further, the big five personality traits had a stronger effect on examinees' test-taking behaviour than ability level. As this study was one of the first to investigate the influence of ability level and big five personality traits on test-taking behaviour in the context of CAT, it provided new insights into the dynamics of test-taking behaviour in CAT.
{"title":"The influence of ability level and big five personality traits on examinees' test-taking behaviour in computerised adaptive testing","authors":"Hong Lu, Yun Tian, Chao Wang","doi":"10.1504/IJSMILE.2018.092380","DOIUrl":"https://doi.org/10.1504/IJSMILE.2018.092380","url":null,"abstract":"For the examinees who exhibit test-taking behaviour that is non-effortful, the resulting scores are less valid because they are likely to underestimate what the examinees actually know and can do. Based on previous studies, the present study explored whether there was significant influence of ability level and big five personality traits on test-taking behaviour in the context of computerised adaptive testing (CAT) with binary logistic regression model. 126 items which varied in terms of their discrimination and difficulty constructed item bank of adaptive testing system. Chinese big five personality inventory brief version and CAT were administered to 142 students who majored in educational technology in a university. The results indicated that both ability level and big five personality traits had significant effect on examinees' test-taking behaviour. Further, the big five personality traits had a stronger effect on examinees' test-taking behaviour than ability level. As this study was one of the first to investigate the influence of ability level and big five personality traits on test-taking behaviour in the context of CAT, it provided new insights into the dynamics of test-taking behaviour in CAT.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124508304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1504/IJSMILE.2018.092363
Ahmad A. Rabaa'i, H. Bhat, S. Al-Maati
While social network platforms (SNPs) can provide their users with an enjoyable interaction experiences, their social-oriented characteristics may encourage users to use them extensively and hence results in addictive use behaviours. By incorporating, psychological (i.e., subjective norm, number of peers and mood alteration), behavioural (i.e., intention to use, satisfaction and enjoyment), and technological perspectives, this study aimed at examining the relationship between these different factors and SNPs addiction. To the best of our knowledge, this is the first study that discusses this issue in the Gulf Cooperation Council (GCC) region. Data was collected from 434 students at a private American University in the State of Kuwait. Partial least squares (PLSs) of structured equation modelling (SEM) analysis was used to assess both the measurement and structural models. PLS analysis of the study data shows that 66.2% of the sample suffers from SNPs addiction. The study results demonstrated that all hypotheses were supported and statistically significant. Results of this study may benefit universities in dealing with students who suffer from this kind of addiction. The research limitations and implications are discussed.
{"title":"Theorising social networks addiction: an empirical investigation","authors":"Ahmad A. Rabaa'i, H. Bhat, S. Al-Maati","doi":"10.1504/IJSMILE.2018.092363","DOIUrl":"https://doi.org/10.1504/IJSMILE.2018.092363","url":null,"abstract":"While social network platforms (SNPs) can provide their users with an enjoyable interaction experiences, their social-oriented characteristics may encourage users to use them extensively and hence results in addictive use behaviours. By incorporating, psychological (i.e., subjective norm, number of peers and mood alteration), behavioural (i.e., intention to use, satisfaction and enjoyment), and technological perspectives, this study aimed at examining the relationship between these different factors and SNPs addiction. To the best of our knowledge, this is the first study that discusses this issue in the Gulf Cooperation Council (GCC) region. Data was collected from 434 students at a private American University in the State of Kuwait. Partial least squares (PLSs) of structured equation modelling (SEM) analysis was used to assess both the measurement and structural models. PLS analysis of the study data shows that 66.2% of the sample suffers from SNPs addiction. The study results demonstrated that all hypotheses were supported and statistically significant. Results of this study may benefit universities in dealing with students who suffer from this kind of addiction. The research limitations and implications are discussed.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127166408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1504/IJSMILE.2018.092372
Meriem Laifa
Facebook became widely used by students and instructors formally and informally. Researchers' interest in understanding the effects of technology and Facebook use on education is reflected in the large number of recent research studies available about this matter. This paper investigates Algerian students' use of Facebook, their Facebook involvement and acceptance. In line with literature, our results showed that Algerian students tend to use Facebook for social purposes more than academic ones. However, findings indicated a moderate emotional connection and integration of Facebook in Algerian students' routines, and they considered Facebook to be important for their academic experience. Eventually, the study calls for further investigations from different disciplines to provide a larger understanding and encompassing perspective on Facebook use and benefits in developing countries.
{"title":"Facebook usage, involvement and acceptance by Algerian students","authors":"Meriem Laifa","doi":"10.1504/IJSMILE.2018.092372","DOIUrl":"https://doi.org/10.1504/IJSMILE.2018.092372","url":null,"abstract":"Facebook became widely used by students and instructors formally and informally. Researchers' interest in understanding the effects of technology and Facebook use on education is reflected in the large number of recent research studies available about this matter. This paper investigates Algerian students' use of Facebook, their Facebook involvement and acceptance. In line with literature, our results showed that Algerian students tend to use Facebook for social purposes more than academic ones. However, findings indicated a moderate emotional connection and integration of Facebook in Algerian students' routines, and they considered Facebook to be important for their academic experience. Eventually, the study calls for further investigations from different disciplines to provide a larger understanding and encompassing perspective on Facebook use and benefits in developing countries.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129492040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1504/IJSMILE.2018.092374
L. Lundgren, Kent J. Crippen, E. Gardner, Victor J. Perez, R. Leder
This study explores social palaeontology - an inclusive and collaborative form of science occurring across digital habitats. The purpose was to: 1) examine conceptualisations of amateurs via expressed mental models and 2) use the unified media-user typology (MUT) to explore any relationship between these models and social media persona. Data collection involved a survey, modelling task and interview. Findings reveal that persona was demonstrated in subtle ways, offering limited evidence for a relationship between persona and mental model. Sequential models were most common, but more so for advanced personas. Expertise development was expressed through the number of conventions used during modelling. However, the degree of inaccuracy suggests a lack of metacognitive awareness, implying that any increase in expertise with persona was not conveyed as such. The results bolster the capacity to design community-centred social spaces and inform understanding of science learning and the utility of MUT as a predictive tool.
{"title":"Mental models and social media personas: a case of amateur palaeontologists","authors":"L. Lundgren, Kent J. Crippen, E. Gardner, Victor J. Perez, R. Leder","doi":"10.1504/IJSMILE.2018.092374","DOIUrl":"https://doi.org/10.1504/IJSMILE.2018.092374","url":null,"abstract":"This study explores social palaeontology - an inclusive and collaborative form of science occurring across digital habitats. The purpose was to: 1) examine conceptualisations of amateurs via expressed mental models and 2) use the unified media-user typology (MUT) to explore any relationship between these models and social media persona. Data collection involved a survey, modelling task and interview. Findings reveal that persona was demonstrated in subtle ways, offering limited evidence for a relationship between persona and mental model. Sequential models were most common, but more so for advanced personas. Expertise development was expressed through the number of conventions used during modelling. However, the degree of inaccuracy suggests a lack of metacognitive awareness, implying that any increase in expertise with persona was not conveyed as such. The results bolster the capacity to design community-centred social spaces and inform understanding of science learning and the utility of MUT as a predictive tool.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"467 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125837906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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