ABSTRACT
In China, due to the large-scale lockdowns and strict prevention policies of COVID-19, Chinese tennis coaches have started to open a new front of their career by offering online tennis training on social media platforms. This study introduces mediatisation theory as a theoretical framework to investigate the mediatisation process of tennis coaching on social media platforms in China. Both quantitative and qualitative data were collected to analyse three dimensions of Chinese tennis coaches' professional and living conditions: the career trajectory of tennis coaches, the mediatisation of the profession of tennis coaching, and the financial crisis faced by tennis clubs and the tennis industry. We monitored the BiliBili channels of the most popular tennis vloggers on BiliBili and analysed their media practices. We also collected data from job search websites and conducted in-depth interviews with 30 Chinese tennis coaches. The findings are as follows: The new approach has gradually gained the support of coaches thanks to its advantages such as flexibility, accessibility, self-promotion and marketing strategies. The mediatisation of tennis training has accelerated the popularisation of tennis in China, as have relevant government regulations regarding self-promotion platforms.
ABSTRACT
The COVID-19 pandemic led to all institutions of education having to transition to fully online learning almost immediately. However, research showed that online learning still lacked adequate interactions with students. This is even more problematic when students are online learning on their own, when adequate online scaffolding activities are absent. This study investigated the impact of chatbots as a scaffolding agent to assist student learning during their independent online learning times. A total of 62 Diploma level students participated in this mixed method research study and presented with a multimedia-based AI chatbot named MERLIN. Data was collected on their attitudes towards using it. Results showed that students were motivated to learn more using MERLIN, improved their learning, and wanted more chatbots in their other courses. These findings have important implications for using AI chatbots as a scaffolding and instructional tool in 21st-century learning environments. © 2022, International Journal of Technology. All Rights Reserved.