Effects of Using Mobile Instant Messaging on Student Behavioral, Emotional, and Cognitive Engagement: A Quasi-Experimental Study

Autor/inn/en	Tang, Ying; Hew, Khe Foon
Titel	Effects of Using Mobile Instant Messaging on Student Behavioral, Emotional, and Cognitive Engagement: A Quasi-Experimental Study
Quelle	In: International Journal of Educational Technology in Higher Education, 19 (2022), Artikel 3 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-021-00306-6
Schlagwörter	Handheld Devices; Computer Mediated Communication; Asynchronous Communication; Discussion; Interaction; Instructional Effectiveness; Learner Engagement; Electronic Learning + Suchen Sie Ihr Suchwort? Computerkonferenz; Diskussion; Interaktion; Unterrichtserfolg
Abstract	Mobile instant messaging (MIM) has become the most popular means for young people to communicate. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. We address the gap by comparing the effects of using MIM and asynchronous online discussion (AOD) on student online engagement, using a quasi-experimental study involving a historical cohort control group. Understanding which communication mode can better promote student online engagement is particularly important during the current widespread use of online learning. Specifically, we examined engagement from the behavioral, emotional, and cognitive dimensions. The results showed that the MIM group was more behaviorally engaged in discussion activities, producing more messages, more words, and higher rates of participation, task completion, and interaction. Emotionally, no statistically significant difference was found in students' affective evaluation of course interaction and satisfaction between the two groups. However, MIM appeared to help students with improved intimacy and interpersonal relationships. Cognitively, the MIM group was more engaged than the AOD group. In particular, MIM seemed to facilitate interactive idea exchange and thus contributing to more "creating" activities. We conclude by providing suggestions for future instructional practice and research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01