File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: A Review of Empirical Studies of Affordances and Development of a Framework for Educational Adoption of Mobile Social Media

TitleA Review of Empirical Studies of Affordances and Development of a Framework for Educational Adoption of Mobile Social Media
Authors
KeywordsMobile social media
Affordances
WeChat
Mobile learning
Technology in education
Issue Date2019
PublisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/education/learning+&+instruction/journal/11423
Citation
Educational Technology Research and Development, 2019, v. 67 n. 5, p. 1231-1257 How to Cite?
AbstractAs one of the most widely adopted mobile and social media applications, Tencent WeChat ® (‘WeChat’) has been increasingly used in education at all levels in Asia, and in China in particular. However, only a small number of studies have been conducted to explore educational affordances of WeChat. In this paper, these affordances are defined as opportunities for an educational activity that are determined and supported by perceived and actual features of a technology tool or an environment (Gibson in The ecological approach to visual perception, Houghton Mifflin, Boston, 1979; Norman in The psychology of everyday things, Basic Books, New York, 1988; Sanders in Ecol Psychol 9(1):97–112, 1997). The authors conducted a review of 21 studies out of a pool of 1984 identified publications on the topic to examine existing practices, empirical studies and recommendations for the uses of WeChat, and with the over-reaching aim of articulating a framework for the adoption of educational affordances of mobile social media. Such framework will serve practice as well as research on educational uses of mobile social media and help extend theory of affordances in this domain. A total of seven categories of educational affordances of WeChat were explicated and included in this framework: Resources Sharing, Authentic Learning, Collaboration, Community Building, Motivating Environment, Evaluation and Feedback, and Administration for Learning. Guidelines for the adoption of this framework are developed, and suggestions for future research are proposed.
Persistent Identifierhttp://hdl.handle.net/10722/278301
ISSN
2019 Impact Factor: 2.303
2015 SCImago Journal Rankings: 1.817

 

DC FieldValueLanguage
dc.contributor.authorXUE, S-
dc.contributor.authorChurchill, D-
dc.date.accessioned2019-10-04T08:11:21Z-
dc.date.available2019-10-04T08:11:21Z-
dc.date.issued2019-
dc.identifier.citationEducational Technology Research and Development, 2019, v. 67 n. 5, p. 1231-1257-
dc.identifier.issn1042-1629-
dc.identifier.urihttp://hdl.handle.net/10722/278301-
dc.description.abstractAs one of the most widely adopted mobile and social media applications, Tencent WeChat ® (‘WeChat’) has been increasingly used in education at all levels in Asia, and in China in particular. However, only a small number of studies have been conducted to explore educational affordances of WeChat. In this paper, these affordances are defined as opportunities for an educational activity that are determined and supported by perceived and actual features of a technology tool or an environment (Gibson in The ecological approach to visual perception, Houghton Mifflin, Boston, 1979; Norman in The psychology of everyday things, Basic Books, New York, 1988; Sanders in Ecol Psychol 9(1):97–112, 1997). The authors conducted a review of 21 studies out of a pool of 1984 identified publications on the topic to examine existing practices, empirical studies and recommendations for the uses of WeChat, and with the over-reaching aim of articulating a framework for the adoption of educational affordances of mobile social media. Such framework will serve practice as well as research on educational uses of mobile social media and help extend theory of affordances in this domain. A total of seven categories of educational affordances of WeChat were explicated and included in this framework: Resources Sharing, Authentic Learning, Collaboration, Community Building, Motivating Environment, Evaluation and Feedback, and Administration for Learning. Guidelines for the adoption of this framework are developed, and suggestions for future research are proposed.-
dc.languageeng-
dc.publisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/education/learning+&+instruction/journal/11423-
dc.relation.ispartofEducational Technology Research and Development-
dc.rightsThis is a post-peer-review, pre-copyedit version of an article published in [insert journal title]. The final authenticated version is available online at: http://dx.doi.org/[insert DOI]-
dc.subjectMobile social media-
dc.subjectAffordances-
dc.subjectWeChat-
dc.subjectMobile learning-
dc.subjectTechnology in education-
dc.titleA Review of Empirical Studies of Affordances and Development of a Framework for Educational Adoption of Mobile Social Media-
dc.typeArticle-
dc.identifier.emailChurchill, D: dchurch@hku.hk-
dc.identifier.authorityChurchill, D=rp00898-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11423-019-09679-y-
dc.identifier.scopuseid_2-s2.0-85066874758-
dc.identifier.hkuros306678-
dc.identifier.volume67-
dc.identifier.issue5-
dc.identifier.spage1231-
dc.identifier.epage1257-
dc.publisher.placeUnited States-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats