How do Researchers Use Social Media for Science Communication?

Abstract

This study provides an overview of social media usage among researchers in Malaysia and examines factors affecting their use for science communication. The online questionnaire gathered the opinions of 425 researchers from over 20 science disciplines. The descriptive analysis highlighted usage preferences for 10 commonly used social media, while statistical analysis in particular MANOVA and correlation analysis, identified significant factors influencing researchers’ social media use. Up to 62% of respondents believe that social media is more effective in reaching the public, compared to other media. WhatsApp, Facebook, YouTube, Google Scholar, and ResearchGate are routinely used or perceived as beneficial to use. However, Twitter, Instagram, WordPress, and LinkedIn are seldom used because they are less preferred for science communication. Seniority, perceived importance, and perceived credibility are significantly correlated with both intention and actual use. Meanwhile, age and experience are significantly correlated with actual use, but not the intention. Researchers are likely to post and share more on social media if they believe that science communication is important or if they are credible enough to present a scientific consensus. This study offered important insights into the perceptions, concerns, and factors influencing their use for science communication. By determining the perceptions, concerns and motivators affecting researchers, the findings shed light on effective ways to promote researchers’ use of social media to communicate scientific knowledge.

#WomenInSTEM: exploring self-presentation of identity on Instagram

“…Social media has become increasingly more crucial in science communication [Brossard & Scheufele, 2013] as STEM professionals have turned to social media for public outreach and public engagement [Keng & Cheng, 2023]. Additionally, women in STEM have often utilized social media to advocate for social change in STEM [Yammine, Liu, Jarreau & Coe, 2018].…”