International Journal of Social Media and Interactive Learning Environments (4 papers in press)
Theorizing Social Networks Addiction: An Empirical Investigation
by Ahmad Rabaai, Shereef Abu AlMaati
Abstract: While social network platforms (SNPs) can provide their users with an enjoyable interaction experiences, their social-oriented characteristics may encourage users to use them extensively and hence results in addictive use behaviors. By incorporating, psychological (i.e. subjective norm, number of peers and mood alteration), behavioral (i.e. intention to use, satisfaction and enjoyment), and technological perspectives, this study aimed at examining the relationship between these different factors and SNPs addiction. To the best of our knowledge, this is the first study that discusses this issue in the Gulf Cooperation Council (GCC) region. Data was collected from 434 students at a private American University in the Stat of Kuwait. Partial Least Squares (PLS) of Structured Equation Modelling (SEM) analysis was used to assess both the measurement and structural models. Results of this study may benefit universities in dealing with students who suffer from this kind of addiction. The research limitations and implications are discussed.
Keywords: Addiction; Kuwait; Social Network Platforms; SNPs; Social Network Addiction; PLS.
Facebook Usage, Involvement and Acceptance by Algerian Students
by Meriem Laifa
Abstract: Facebook became widely used by students and instructors formally and informally. Researchers interest in understanding the effects of technology and Facebook use on education is reflected in the large number of recent research studies available about this matter. This paper investigates Algerian students use of Facebook, their Facebook involvement and acceptance. In line with literature, our results showed that Algerian students tend to use Facebook for social purposes more than academic ones. However, findings indicated a moderate emotional connection and integration of Facebook in Algerian students routines, and they considered Facebook to be important for their academic experience. Eventually, the study calls for further investigations from different disciplines to provide a larger understanding and encompassing perspective on Facebook use and benefits in developing countries.
Keywords: Social networking sites; Facebook; Algerian students; education; Theory of Planned Behavior; Technology Acceptance Model.
Mental models and social media personas: A case of amateur palaeontologists
by Lisa Lundgren, Kent J. Crippen, Eleanor E. Gardner, Victor J. Perez, Ronny Maik Leder
Abstract: This study explores social palaeontology-an inclusive and collaborative form of science occurring across digital habitats. The purpose was to a) examine conceptualizations of amateurs via expressed mental models and b) use the unified media-user typology (MUT) to explore any relationship between these models and social media persona. Data collection involved a survey, modelling task, and interview. Findings reveal that persona was demonstrated in subtle ways, offering limited evidence for a relationship between persona and mental model. Sequential models were most common, but more so for advanced personas. Expertise development was expressed through the number of conventions used during modelling. However, the degree of inaccuracy suggests a lack of metacognitive awareness, implying that any increase in expertise with persona was not conveyed as such. The results bolster the capacity to design community-centered social spaces and inform understanding of science learning and the utility of MUT as a predictive tool.
Keywords: palaeontology; user typology; informal science education; mental models; social media personas.
The influence of ability level and big five personality traits on examinees test-taking behaviour in computerized adaptive testing
by Hong Lu, Yun Tian, Chao Wang
Abstract: For the examinees who exhibit test-taking behaviour that is non-effortful, the resulting scores are less valid because they are likely to underestimate what the examinees actually know and can do. Based on previous studies, the present study explored whether there was significant influence of ability level and big five personality traits on test-taking behaviour in the context of computerized adaptive testing (CAT) with binary logistic regression model. 126 items which varied in terms of their discrimination and difficulty constructed item bank of adaptive testing system. Chinese Big Five Personality Inventory Brief Version and CAT were administered to the 142 students who majored in educational technology in a University. The results indicated that both ability level and big five personality traits had significant effect on examinees test-taking behaviour. Further, the big five personality traits had a stronger effect on examinees test-taking behaviour than ability level. As this study was one of the first to investigate the influence of ability level and big five personality traits on test-taking behaviour in the context of CAT, it provided new insights into the dynamics of test-taking behaviour in CAT.
Keywords: Ability level; Big five personality traits; Test-taking behaviour; Computerized adaptive testing.