Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time
International Journal of Information and Communication Technology Education
; 18(1):2023/01/01 00:00:00.000, 2022.
Article
in English
| ProQuest Central | ID: covidwho-2237369
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. The authors 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. Swedish 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.
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Reviews
Language:
English
Journal:
International Journal of Information and Communication Technology Education
Year:
2022
Document Type:
Article
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