WhatsApp's most cited benefit is enabling learning anytime and anywhere, but intrusiveness, message volume and cognitive load impede learning¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Twelve articles reported technical/logistical data; the most cited benefit was new learning opportunities when face-to-face meeting is not possible, described as anytime, anywhere learning. → Coleman E. 2019 q2 i? The same studies reported intrusiveness, message flooding, and high volume of material impeding learning, which the review relates to cognitive load theory. → Coleman E. 2019 (2)

Evidence¶

Coleman E. 2019¶

Coleman E., O'Connor E. (2019). The role of WhatsApp® in medical education; a scoping review and instructional design model. BMC Medical Education. https://doi.org/10.1186/s12909-019-1706-8

q2 · i? · review · r2

Review's synthesis of technical/logistical survey data from twelve included articles. The most cited benefit was creating learning opportunities when "meeting face-to-face is not possible", termed anytime, anywhere learning.

"The most cited benefit of WhatsApp® was its ability to create new learning opportunities, when geographical or time constraints meant that "meeting face-to-face is not possible" (p569) [25], described as "anytime, anywhere learning" [34, 38]."

Coleman E. 2019 (2)¶

Coleman E., O'Connor E. (2019). The role of WhatsApp® in medical education; a scoping review and instructional design model. BMC Medical Education. https://doi.org/10.1186/s12909-019-1706-8

q2 · i? · review · r2

Review's theoretical interpretation of reported drawbacks: intrusiveness, "message flooding" and large volumes of learning material impeding learning, framed through cognitive load theory with the familiar platform minimising extraneous load.

"Cognitive load theory [49] was relevant to studies where the high volume of learning material was thought to impede learning [23–25]. The user-friendly, familiar platform minimised extraneous cognitive load, prioritising the germane load of the online learning activities."

Discussion¶

Related Claims¶

• All five pre-defined-curriculum WhatsApp studies assessed Kirkpatrick level 2 knowledge outcomes, while a majority of remaining studies reported only level 1 attitudes
• Mobile devices make education more accessible anytime and anywhere, but this attractiveness comes with limitations for adoption and usage — a broader claim this one bears on
• Students prefer open-book exams, citing reduced stress and less intrusive oversight, and OBEs offer institutions logistical advantages — related