Can the Use Patterns of Social Networks in University Students Predict the Utility Perceived in Digital Educational Resources?

Autor/inn/en	Gómez-García, Melchor; Soto-Varela, Roberto; Boumadan, Moussa; Matosas-López, Luis
Titel	Can the Use Patterns of Social Networks in University Students Predict the Utility Perceived in Digital Educational Resources?
Quelle	In: Interactive Learning Environments, 31 (2023) 3, S.1279-1292 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gómez-García, Melchor) ORCID (Soto-Varela, Roberto) ORCID (Boumadan, Moussa) ORCID (Matosas-López, Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1830120
Schlagwörter	Foreign Countries; College Students; Social Networks; Social Media; Educational Technology; Information Technology; Behavior Patterns; Usability; Spain + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Social network; Soziales Netzwerk; Soziale Medien; Unterrichtsmedien; Informationstechnologie; Spanien
Abstract	The emergence of social networks in the university context has contributed to modify students' behaviour, conditioning their academic performance and learning preferences. The objective is to analyse the influence of the patterns of use of social networks when predicting the usefulness that university students, give to different digital educational resources.The study, adopting an exploratory and quantitative approach, involves students from four universities. Data collection is approached using a self-constructed questionnaire designed ad hoc by researchers. The information is analysed by means of: (a) exploratory factor analysis, (b) univariate association analysis, and (c) ordinal logistic regression. The results indicate associations between the patterns of use of social networks and the usefulness perceived by participants in digital resources. Nevertheless, the authors conclude that the patterns of use of social networks identified do not serve to predict significantly the usefulness given by the students to the observed digital educational resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01