Sergei P. Zhdanov, Lilia M. Sadrieva, I. A. Astakhov, N. Sokolova, E. E. Grishnova, L. I. Tararina
Rapid expansion of information and communication technologies (ICT) underscores importance of ICT competency for success in modern society. In education, ICT facilitates knowledge acquisition, innovative teaching methods, and development of digital literacy skills. By measuring ICT competencies, teacher training programs can better equip educators for technology integration, leading to more effective teaching and learning processes. It is crucial for educational policies to emphasize integration of ICT and ensure teachers are prepared to utilize it effectively. The study aims to determine psychometric properties of “information and communication technology competency scale (ICTCS)” for pre-service teachers (PSTs) in the Russian setting and identify distinct proficiency levels among them. This study employed a mixed-methods approach to adapt a scale measuring PSTs’ ICT competencies. The research involved two different samples for exploratory factor analysis (EFA) (n=160) and confirmatory factor analysis (CFA) (n=326). To establish language validity, a translation, and cross-cultural adaptation process was followed. Data analysis included EFA, CFA, reliability estimation, and latent profile analysis, with satisfactory results obtained for scale’s psychometric properties. The study concludes that ICTCS, with two factors (ICTC-PU and ICTC-ID), is a valid and reliable measure of teachers’ attitudes and skills regarding ICT use. Four-class latent profile model reveals distinct competence levels, informing targeted professional development programs. Educational institutions and policymakers should prioritize these programs and use the scale for teacher evaluations. Future research should explore the efficacy of these programs, expand the sample size, incorporate objective measures, and employ longitudinal designs to better understand the impact on student outcomes.
{"title":"Psychometric properties of information and communication technology competencies scale: Latent profile analysis","authors":"Sergei P. Zhdanov, Lilia M. Sadrieva, I. A. Astakhov, N. Sokolova, E. E. Grishnova, L. I. Tararina","doi":"10.30935/ojcmt/13479","DOIUrl":"https://doi.org/10.30935/ojcmt/13479","url":null,"abstract":"Rapid expansion of information and communication technologies (ICT) underscores importance of ICT competency for success in modern society. In education, ICT facilitates knowledge acquisition, innovative teaching methods, and development of digital literacy skills. By measuring ICT competencies, teacher training programs can better equip educators for technology integration, leading to more effective teaching and learning processes. It is crucial for educational policies to emphasize integration of ICT and ensure teachers are prepared to utilize it effectively. The study aims to determine psychometric properties of “information and communication technology competency scale (ICTCS)” for pre-service teachers (PSTs) in the Russian setting and identify distinct proficiency levels among them. This study employed a mixed-methods approach to adapt a scale measuring PSTs’ ICT competencies. The research involved two different samples for exploratory factor analysis (EFA) (n=160) and confirmatory factor analysis (CFA) (n=326). To establish language validity, a translation, and cross-cultural adaptation process was followed. Data analysis included EFA, CFA, reliability estimation, and latent profile analysis, with satisfactory results obtained for scale’s psychometric properties. The study concludes that ICTCS, with two factors (ICTC-PU and ICTC-ID), is a valid and reliable measure of teachers’ attitudes and skills regarding ICT use. Four-class latent profile model reveals distinct competence levels, informing targeted professional development programs. Educational institutions and policymakers should prioritize these programs and use the scale for teacher evaluations. Future research should explore the efficacy of these programs, expand the sample size, incorporate objective measures, and employ longitudinal designs to better understand the impact on student outcomes.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46272716","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}
Esraa Omran, Estabraq Al Tararwah, Jamal Al Qundus
Adetecting and mitigating hate speech in social media, particularly on platforms like Twitter, is a crucial task with significant societal impact. This research study presents a comprehensive comparative analysis of machine learning algorithms for hate speech detection, with the primary goal of identifying an optimal algorithmic combination that is simple, easy to implement, efficient, and yields high detection performance. Through meticulous pre-processing and rigorous evaluation, the study explores various algorithms to determine their suitability for hate speech detection. The focus is finding a combination that balances simplicity, ease of implementation, computational efficiency, and strong performance metrics. The findings reveal that the combination of naïve Bayes and decision tree algorithms achieves a high accuracy of 0.887 and an F1-score of 0.885, demonstrating its effectiveness in hate speech detection. This research contributes to identifying a reliable algorithmic combination that meets the criteria of simplicity, ease of implementation, quick processing, and strong performance, providing valuable guidance for researchers and practitioners in hate speech detection in social media. By elucidating the strengths and limitations of various algorithmic combinations, this research enhances the understanding of hate speech detection. It paves the way for developing robust solutions, creating a safer, more inclusive digital environment.
{"title":"A comparative analysis of machine learning algorithms for hate speech detection in social media","authors":"Esraa Omran, Estabraq Al Tararwah, Jamal Al Qundus","doi":"10.30935/ojcmt/13603","DOIUrl":"https://doi.org/10.30935/ojcmt/13603","url":null,"abstract":"A<b> </b>detecting and mitigating hate speech in social media, particularly on platforms like Twitter, is a crucial task with significant societal impact. This research study presents a comprehensive comparative analysis of machine learning algorithms for hate speech detection, with the primary goal of identifying an optimal algorithmic combination that is simple, easy to implement, efficient, and yields high detection performance. Through meticulous pre-processing and rigorous evaluation, the study explores various algorithms to determine their suitability for hate speech detection. The focus is finding a combination that balances simplicity, ease of implementation, computational efficiency, and strong performance metrics. The findings reveal that the combination of naïve Bayes and decision tree algorithms achieves a high accuracy of 0.887 and an F1-score of 0.885, demonstrating its effectiveness in hate speech detection. This research contributes to identifying a reliable algorithmic combination that meets the criteria of simplicity, ease of implementation, quick processing, and strong performance, providing valuable guidance for researchers and practitioners in hate speech detection in social media. By elucidating the strengths and limitations of various algorithmic combinations, this research enhances the understanding of hate speech detection. It paves the way for developing robust solutions, creating a safer, more inclusive digital environment.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113329","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}
This study aims to review the existing literature on using ChatGPT in academic writing and its implications regarding plagiarism. Various databases, including Scopus, Google Scholar, ScienceDirect, and ProQuest, were searched using specific keywords related to ChatGPT in academia, academic research, higher education, academic publishing, and ethical challenges. The review provides an overview of studies investigating the use of ChatGPT in academic writing and its potential association with plagiarism. The results of this study contribute to our understanding of the use and misuse of ChatGPT in academic writing, considering the growing concern regarding plagiarism in higher education. The findings suggest that ChatGPT can be a valuable writing tool; however, it is crucial to follow responsible practices to uphold academic integrity and ensure ethical use. Properly citing and attributing ChatGPT’s contribution is essential in recognizing its role, preventing plagiarism, and upholding the principles of scholarly writing. By adhering to established citation guidelines, authors can maximize ChatGPT’s benefits while maintaining responsible usage.
{"title":"Using ChatGPT in academic writing is (not) a form of plagiarism: What does the literature say?","authors":"Adeeb M Jarrah, Yousef Wardat, Patricia Fidalgo","doi":"10.30935/ojcmt/13572","DOIUrl":"https://doi.org/10.30935/ojcmt/13572","url":null,"abstract":"This study aims to review the existing literature on using ChatGPT in academic writing and its implications regarding plagiarism. Various databases, including Scopus, Google Scholar, ScienceDirect, and ProQuest, were searched using specific keywords related to ChatGPT in academia, academic research, higher education, academic publishing, and ethical challenges. The review provides an overview of studies investigating the use of ChatGPT in academic writing and its potential association with plagiarism. The results of this study contribute to our understanding of the use and misuse of ChatGPT in academic writing, considering the growing concern regarding plagiarism in higher education. The findings suggest that ChatGPT can be a valuable writing tool; however, it is crucial to follow responsible practices to uphold academic integrity and ensure ethical use. Properly citing and attributing ChatGPT’s contribution is essential in recognizing its role, preventing plagiarism, and upholding the principles of scholarly writing. By adhering to established citation guidelines, authors can maximize ChatGPT’s benefits while maintaining responsible usage.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42890618","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}
After more than a decade of the so-called Arab Spring in Egypt, it is perhaps time to carry out in cold an examination of the role the news media played during the uprising. In so doing, this piece examines the way Egyptian newspapers from the government and opposition reported those events. The study investigates to what extent the newspapers’ coverage of the political events help to de-escalate or escalate tensions. It analyzed the content of two newspapers in Egypt; Al-Ahram, owned by the government and, Al-Wafd, owned by an opposition party. Our analysis included 366 news articles from 105 issues of the selected newspapers during nine weeks of 2011. The finding indicated that the coverage helped to escalate tension, including that of the government-owned newspaper that had more news coverage of this type than the opposition one. We argue that our findings invite further reflection upon normative assumptions regarding the news media editorial position, its relation to power, and individual agency.
{"title":"Reporters’ agency and (de) escalation during the 2011 uprising in Egypt: Re-writing the historical role of the news media during the Arab Spring","authors":"Khayrat Ayyad, J. Lugo-Ocando","doi":"10.30935/ojcmt/13254","DOIUrl":"https://doi.org/10.30935/ojcmt/13254","url":null,"abstract":"After more than a decade of the so-called Arab Spring in Egypt, it is perhaps time to carry out in cold an examination of the role the news media played during the uprising. In so doing, this piece examines the way Egyptian newspapers from the government and opposition reported those events. The study investigates to what extent the newspapers’ coverage of the political events help to de-escalate or escalate tensions. It analyzed the content of two newspapers in Egypt; Al-Ahram, owned by the government and, Al-Wafd, owned by an opposition party. Our analysis included 366 news articles from 105 issues of the selected newspapers during nine weeks of 2011. The finding indicated that the coverage helped to escalate tension, including that of the government-owned newspaper that had more news coverage of this type than the opposition one. We argue that our findings invite further reflection upon normative assumptions regarding the news media editorial position, its relation to power, and individual agency.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47435506","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}
Word learning is a key component in second language learning and one that L2 learners often find laborious. With the advent of mobile technology in recent years, research on mobile-assisted vocabulary learning has uncovered the immense potential mobile devices (namely smartphones and tablets) have for providing L2 learners with opportunities for effortless learning of L2 lexis. To this end, we pinpoint ten reasons why L2 learners should abandon traditional pen-and-paper-based methods of word learning and shift instead to a digital mobile word learning environment that fully utilizes the virtues of mobile learning. The role of mobile applications (apps) dedicated to word learning is hence stressed as such apps represent the core basis of mobile-assisted vocabulary learning. For EFL learners to entertain a more manageable and less time-consuming word learning experience, we emphasize the role of EFL teachers in calling their learners’ attention to the ten reasons we underscore in this article to help encourage those who are still into conventional word learning and have not yet explored learning words via mobile gadgets to make the digital shift at once.
{"title":"Second language vocabulary learning in the digital era: Ten reasons it should be on the go!","authors":"Sultan Alhatmi","doi":"10.30935/ojcmt/13283","DOIUrl":"https://doi.org/10.30935/ojcmt/13283","url":null,"abstract":"Word learning is a key component in second language learning and one that L2 learners often find laborious. With the advent of mobile technology in recent years, research on mobile-assisted vocabulary learning has uncovered the immense potential mobile devices (namely smartphones and tablets) have for providing L2 learners with opportunities for effortless learning of L2 lexis. To this end, we pinpoint ten reasons why L2 learners should abandon traditional pen-and-paper-based methods of word learning and shift instead to a digital mobile word learning environment that fully utilizes the virtues of mobile learning. The role of mobile applications (apps) dedicated to word learning is hence stressed as such apps represent the core basis of mobile-assisted vocabulary learning. For EFL learners to entertain a more manageable and less time-consuming word learning experience, we emphasize the role of EFL teachers in calling their learners’ attention to the ten reasons we underscore in this article to help encourage those who are still into conventional word learning and have not yet explored learning words via mobile gadgets to make the digital shift at once.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45990821","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}
Teamwork is usually a component of the learning assessment framework of online courses, and the timely sharing of information and feedback through synchronous communication is beneficial for team-based assignments. However, during the COVID-19 pandemic, university students did not always actively engage in virtual teamwork in online environments because they were learning from home and were subject to the effect of disruptions at home. This study explored the perceptions of university students who engaged in synchronous discussions involving teamwork during the COVID-19 pandemic. Semi-structured individual interviews were conducted with 25 Taiwanese university students. Through qualitative methods that incorporated individual interviews and a content analysis, six content concepts were established. Afterward, relational content analysis was conducted. This study revealed that the students benefited from visible synchronous discussions in terms of inquiry dialogue, project creation, and learning satisfaction. Notably, the interviewees mostly did not switch on their webcams but recognized that webcam use can benefit discussions. The participants’ decision to switch on/off their webcams was primarily influenced by their perception of the importance of a given project than by their privacy concerns. Moreover, when home-based leaning was implemented during the COVID-19 pandemic, group leaders encountered an obstruction when they were guiding their group members to engage in teamwork involving physical tasks. Future studies should explore how members should be guided to engage in teamwork involving physical tasks during synchronous discussions.
{"title":"Perceptions of university students regarding engagement in synchronous discussions involving teamwork during the COVID-19 pandemic","authors":"Shih-Hsiung Liu","doi":"10.30935/ojcmt/13282","DOIUrl":"https://doi.org/10.30935/ojcmt/13282","url":null,"abstract":"Teamwork is usually a component of the learning assessment framework of online courses, and the timely sharing of information and feedback through synchronous communication is beneficial for team-based assignments. However, during the COVID-19 pandemic, university students did not always actively engage in virtual teamwork in online environments because they were learning from home and were subject to the effect of disruptions at home. This study explored the perceptions of university students who engaged in synchronous discussions involving teamwork during the COVID-19 pandemic. Semi-structured individual interviews were conducted with 25 Taiwanese university students. Through qualitative methods that incorporated individual interviews and a content analysis, six content concepts were established. Afterward, relational content analysis was conducted. This study revealed that the students benefited from visible synchronous discussions in terms of inquiry dialogue, project creation, and learning satisfaction. Notably, the interviewees mostly did not switch on their webcams but recognized that webcam use can benefit discussions. The participants’ decision to switch on/off their webcams was primarily influenced by their perception of the importance of a given project than by their privacy concerns. Moreover, when home-based leaning was implemented during the COVID-19 pandemic, group leaders encountered an obstruction when they were guiding their group members to engage in teamwork involving physical tasks. Future studies should explore how members should be guided to engage in teamwork involving physical tasks during synchronous discussions.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43037549","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}
Organizational credibility is an important component of organizational survival. The need to build and maintain organizational credibility in the social media context is specifically significant, largely due to the popularity of the medium in the current interactive communication environment. Social media, however, create a challenging environment for accurate information consumption, because it excludes the journalistic gatekeeper, are subject to misinformation and allow for information proliferation by both official and nonofficial users. For organizations to enhance their credibility in the social media context, it is important, firstly, to determine what constitutes social organization credibility. To establish an enhanced understanding of social organizational credibility and to build towards a formal conceptualization, this article quantitatively explored the preliminary identified determinants of social organizational credibility among active social media users. An exploratory factor analysis indicated that social organizational credibility consists of the determinants of trustworthiness, qualified resonance, homophily, personable interaction, informed conversation, and apt social word-of-mouth. Furthermore, the results also highlighted that an organization’s connections (including social media influencers and experts) are also a key determinant of social organizational credibility. This research provides guidance as to how social media users assess an organization’s credibility in the social media context, which could help alleviate the misinformation stigma that is associated with social media as an interactive communication platform. The identified determinants and the conceptualization of social organizational credibility extend existing organizational credibility literature and provide organizations with much needed guidelines to enhance their credibility in the social media context.
{"title":"Determinants of social organizational credibility: Towards a formal conceptualization","authors":"Y. Botha","doi":"10.30935/ojcmt/13218","DOIUrl":"https://doi.org/10.30935/ojcmt/13218","url":null,"abstract":"Organizational credibility is an important component of organizational survival. The need to build and maintain organizational credibility in the social media context is specifically significant, largely due to the popularity of the medium in the current interactive communication environment. Social media, however, create a challenging environment for accurate information consumption, because it excludes the journalistic gatekeeper, are subject to misinformation and allow for information proliferation by both official and nonofficial users. For organizations to enhance their credibility in the social media context, it is important, firstly, to determine what constitutes social organization credibility. To establish an enhanced understanding of social organizational credibility and to build towards a formal conceptualization, this article quantitatively explored the preliminary identified determinants of social organizational credibility among active social media users. An exploratory factor analysis indicated that social organizational credibility consists of the determinants of trustworthiness, qualified resonance, homophily, personable interaction, informed conversation, and apt social word-of-mouth. Furthermore, the results also highlighted that an organization’s connections (including social media influencers and experts) are also a key determinant of social organizational credibility. This research provides guidance as to how social media users assess an organization’s credibility in the social media context, which could help alleviate the misinformation stigma that is associated with social media as an interactive communication platform. The identified determinants and the conceptualization of social organizational credibility extend existing organizational credibility literature and provide organizations with much needed guidelines to enhance their credibility in the social media context.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151509","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}
This study aims to address how dependency on media for learning purposes increased dramatically during COVID-19 by assessing the effects of online learning on students’ academic performance during the COVID-19 pandemic with a specific focus on Afghanistan and Turkey. Through the theoretical framework of the uses and gratifications theory, the study tries to explain the uses of devices to use the internet for learning purposes to gratify the needs of students during the pandemic. Furthermore, the study tries to address how the knowledge gap between students of different countries affects students’ academic performance during online learning and their uses and gratifications of media during COVID-19. The study followed the quantitative research method where primary data was collected from 400 participants (200 Afghan and 200 Turkish students) through a close-ended survey questionnaire. The study found that Turkish students were more satisfied with the online learning process during the COVID-19 pandemic than Afghan students. Furthermore, there is a considerable difference in attitude, perceived impact, and satisfaction with online learning during the COVID-19 pandemic among Afghan and Turkish students. Due to the knowledge gap, Turkish students had a better attitude toward online learning during the pandemic as compared to Afghan students. The study also found that Turkish students perceived a more significant impact of online learning on their academic performance during the COVID-19 pandemic in contrast to Afghan students. Limited access to different media and technological resources for Afghan students shaped their learning outcomes by lowering their academic performance.
{"title":"Media dependency, uses, and gratifications, and knowledge gap in online learning during the COVID-19 pandemic: The case of Afghanistan and Turkey","authors":"Rohullah Mohammad, Yasmin Aldamen","doi":"10.30935/ojcmt/13097","DOIUrl":"https://doi.org/10.30935/ojcmt/13097","url":null,"abstract":"This study aims to address how dependency on media for learning purposes increased dramatically during COVID-19 by assessing the effects of online learning on students’ academic performance during the COVID-19 pandemic with a specific focus on Afghanistan and Turkey. Through the theoretical framework of the uses and gratifications theory, the study tries to explain the uses of devices to use the internet for learning purposes to gratify the needs of students during the pandemic. Furthermore, the study tries to address how the knowledge gap between students of different countries affects students’ academic performance during online learning and their uses and gratifications of media during COVID-19.\u0000The study followed the quantitative research method where primary data was collected from 400 participants (200 Afghan and 200 Turkish students) through a close-ended survey questionnaire. The study found that Turkish students were more satisfied with the online learning process during the COVID-19 pandemic than Afghan students. Furthermore, there is a considerable difference in attitude, perceived impact, and satisfaction with online learning during the COVID-19 pandemic among Afghan and Turkish students. Due to the knowledge gap, Turkish students had a better attitude toward online learning during the pandemic as compared to Afghan students. The study also found that Turkish students perceived a more significant impact of online learning on their academic performance during the COVID-19 pandemic in contrast to Afghan students. Limited access to different media and technological resources for Afghan students shaped their learning outcomes by lowering their academic performance.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42696092","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}
Alfiya R. Masalimova, Yuliya P. Kosheleva, Nikolay N. Kosarenko, Svetlana G. Kashina, Ekaterina G. Sokolova, Ekaterina V. Iakovleva
This paper analyzed the effects of social networking sites (SNS) on university students’ academic performance. In this study, the peer-reviewed articles were taken from the SCOPUS database. The 22 articles meeting the inclusion criteria were involved in the analysis. Two researchers analyzed the articles using the content analysis method according to the researchers’ established analysis criteria. The results showed that research has generally reported positive and significant results on the influence of SNS on academic achievement. However, some studies have reported the negative effects of SNS on academic achievement. The results regarding the publication year of the reviewed studies showed an increase between 2019 and 2022. The results also showed that the data collection instruments included quantitative methods to collect data in all reviewed studies, and most participants were between 100 and 300. In addition, the main data source to measure academic achievement was the Grade Points Average, and most of the research was conducted in Saudi Arabia. These findings from this research add new insights to the literature and have important conclusions for researchers regarding the uses of SNS on academic achievement.
{"title":"Effects of social networking sites on university students’ academic performance: A systematic review","authors":"Alfiya R. Masalimova, Yuliya P. Kosheleva, Nikolay N. Kosarenko, Svetlana G. Kashina, Ekaterina G. Sokolova, Ekaterina V. Iakovleva","doi":"10.30935/ojcmt/13365","DOIUrl":"https://doi.org/10.30935/ojcmt/13365","url":null,"abstract":"This paper analyzed the effects of social networking sites (SNS) on university students’ academic performance. In this study, the peer-reviewed articles were taken from the SCOPUS database. The 22 articles meeting the inclusion criteria were involved in the analysis. Two researchers analyzed the articles using the content analysis method according to the researchers’ established analysis criteria. The results showed that research has generally reported positive and significant results on the influence of SNS on academic achievement. However, some studies have reported the negative effects of SNS on academic achievement. The results regarding the publication year of the reviewed studies showed an increase between 2019 and 2022. The results also showed that the data collection instruments included quantitative methods to collect data in all reviewed studies, and most participants were between 100 and 300. In addition, the main data source to measure academic achievement was the Grade Points Average, and most of the research was conducted in Saudi Arabia. These findings from this research add new insights to the literature and have important conclusions for researchers regarding the uses of SNS on academic achievement.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135154526","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}
The widespread adoption of digital technologies in various economic activities paves the way for the establishment of a unified digital space. ChatGPT, an artificial intelligence language model, can generate increasingly realistic text, with no information on the accuracy and integrity of using these models in scientific writing. This study aims to investigate factors influencing public perceptions toward the acceptance of ChatGPT as the Robo-Assistant, using a mixed method. The quantitative approach in this study employed convenience sampling to collect data through closed-ended questionnaires from a sample size of 1,880 respondents. Statistical analysis software was used for data analysis. The researchers used binary regression to examine the relationship between various independent variables (such as score, gender, education, social media usage) and the acceptance of ChatGPT, as dependent variable. As part of the qualitative approach, in-depth interviews were conducted with a purposive sample of six participants. The qualitative data was analyzed using the content analysis method and the NVivo software program. Findings show that ChatGPT awareness and usage are influenced by variables like score, gender, education, and social media usage. Occupation and monthly income were not significant factors. The model with all independent variables was able to predict the use of ChatGPT as the Robo-Assistant in Thailand with an accuracy rate of 96.3%. The study also confirms acceptance of ChatGPT among Thai people and emphasizes the importance of developing sociable robots that consider human interaction factors. This study significantly enhances our comprehension of public perceptions, acceptance, and the prospective ramifications associated with the adoption of ChatGPT as the Robo-Assistant. The acquired findings offer indispensable guidance for the effective utilization of AI models and the advancement of sociable robots within the domain of human-robot interaction.
{"title":"Public perceptions towards ChatGPT as the Robo-Assistant","authors":"Kris Jangjarat, Tanpat Kraiwanit, Pongsakorn Limna, Rattaphong Sonsuphap","doi":"10.30935/ojcmt/13366","DOIUrl":"https://doi.org/10.30935/ojcmt/13366","url":null,"abstract":"The widespread adoption of digital technologies in various economic activities paves the way for the establishment of a unified digital space. ChatGPT, an artificial intelligence language model, can generate increasingly realistic text, with no information on the accuracy and integrity of using these models in scientific writing. This study aims to investigate factors influencing public perceptions toward the acceptance of ChatGPT as the Robo-Assistant, using a mixed method. The quantitative approach in this study employed convenience sampling to collect data through closed-ended questionnaires from a sample size of 1,880 respondents. Statistical analysis software was used for data analysis. The researchers used binary regression to examine the relationship between various independent variables (such as score, gender, education, social media usage) and the acceptance of ChatGPT, as dependent variable. As part of the qualitative approach, in-depth interviews were conducted with a purposive sample of six participants. The qualitative data was analyzed using the content analysis method and the NVivo software program. Findings show that ChatGPT awareness and usage are influenced by variables like score, gender, education, and social media usage. Occupation and monthly income were not significant factors. The model with all independent variables was able to predict the use of ChatGPT as the Robo-Assistant in Thailand with an accuracy rate of 96.3%. The study also confirms acceptance of ChatGPT among Thai people and emphasizes the importance of developing sociable robots that consider human interaction factors. This study significantly enhances our comprehension of public perceptions, acceptance, and the prospective ramifications associated with the adoption of ChatGPT as the Robo-Assistant. The acquired findings offer indispensable guidance for the effective utilization of AI models and the advancement of sociable robots within the domain of human-robot interaction.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46015889","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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