Time spent on LinkedIn, Snapchat and Twitter has virtually no significant impact on student performance at any learning level¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the full sample, low and high WAM sub-samples and all five performance variables, time on LinkedIn, Snapchat and Twitter shows virtually no significant impact on performance. → James Wakefield & Jessica K. Frawley 2020

Evidence¶

James Wakefield & Jessica K. Frawley 2020¶

James Wakefield & Jessica K. Frawley. (2020). How does students’ general academic achievement moderate the implications of social networking on specific levels of learning performance? Computers & Education. https://www.sciencedirect.com/science/article/pii/S0360131519302477?via%3Dihub

q2 · i? · associational · r2

Further testing measured weekly time on LinkedIn, Snapchat and Twitter via survey question 4 and re-ran the regressions; the article reports "virtually no significant impact on student p erformance of any kind", highlighting the impactful nature of Facebook time.

"Our results across the full sample, low and high general academic achievement sub-samples and the five levels of specific learning performance variables, indicate time spent on LinkedIn, Snapchat and Twitter has virtually no significant impact on student p erformance of any kind ."

Discussion¶

Related Claims¶

• Facebook-use effects on general academic achievement (WAM) are insignificant, indicating findings are unique to the introductory accounting context — related
• Lower academic achievers (low WAM) drive the negative Facebook effect, with significant negative coefficients on the least difficult exam sections — related
• Negative Facebook effects on lower achievers hold for both university-study and non-study uses across the least difficult learning levels — related
• Greater Facebook use is associated with significantly lower performance on the least difficult levels of learning (understanding and application) in introductory accounting
• Facebook use shows little effect on performance at more difficult learning levels (application, analysis, evaluation)
• Practices within the #bac2018 hashtag were associated with academic learning and also with social and cultural practices absent from any formal curriculum
• Participants in the #bac2018 Twitter hashtag engaged in eight identifiable tweeting practices in the month before the 2018 baccalauréat exams
• Behavioural engagement with the LinkedIn group community is positively and significantly related to student satisfaction