Need fulfillment and experiences on social media: A case on Facebook and WhatsApp

Karapanos, Evangelos; Teixeira, Pedro; Gouveia, Rúben

doi:10.1016/j.chb.2015.10.015

Cited by 242 publications

(167 citation statements)

References 25 publications

Supporting

Mentioning

138

Contrasting

Unclassified

Order By: Relevance

“…Finally, WhatsApp serves to establish and maintain one-on-one, personal relations, as well as maintain membership in social groups (Church & de Oliveira, 2013). However, some of the drawbacks that WhatsApp users have recognized are the normative expectations for immediate responses, the continuous connectivity, and the interruptions this may create (Karapanos, Teixeira, & Gouveia, 2016).…”

Section: Whatsapp: Features Of a Communication Mediummentioning

confidence: 99%

“…WhatsApp's popularity has been attributed to the fact that it imitates face-to-face communication best and to the sense of immediacy it affords, as messages synchronously flow between group members (Malka, Ariel, & Avidar, 2015). WhatsApp groups functions as "micro communities" (Karapanos, Teixeira & Gouveia, 2016) and establish a sense of community space, where informal communication takes place between the members of the closed group.…”

Section: Whatsapp: Features Of a Communication Mediummentioning

confidence: 99%

See 1 more Smart Citation

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

show abstract

Section: Whatsapp: Features Of a Communication Mediummentioning

confidence: 99%

Section: Whatsapp: Features Of a Communication Mediummentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

View full text Add to dashboard Cite

show abstract

“…Martínez Alemán and Wartman () initially showed that Facebook enabled stalking and voyeurism of former partners from romantic relationships. This finding is reiterated within recent research that suggests students now use social media like Facebook and Instagram as a means of social surveillance of peers rather than as a medium for social interaction (Karapanos et al., ). Previous studies also show that higher levels of attachment anxiety are correlated with the frequency with which users engage on Facebook and other social media (Jenkins‐Guarnieri, Wright, & Johnson, 2013; Oldmeadow, Quinn, & Kowert, ).…”

Section: Campus Social Experience and Cocurricular Learningmentioning

confidence: 66%

“…Online activity occurs through various forms of browsing, group messaging, individually posting statuses, and replying to communications on social media. Young adults embrace instant messaging via emerging social media such as WhatsApp or GroupMe, cataloging photos on Instagram, and actively constructing tweets/posts through Twitter and Facebook because such online actions symbolize individualized, intimate, and creative personal communications that cannot be as uniquely expressed in face‐to‐face interactions (Head, ; Karapanos, Teixeira, & Gouveia, ; Lenhart, ).…”

Section: Campus Social Experience and Cocurricular Learningmentioning

confidence: 99%

Social Media in Higher Education

Rowan-Kenyon¹,

Alemán²,

Gin³

et al. 2016

ASHE Higher Education Report

View full text Add to dashboard Cite

“…For instance, there is evidence that smartphone symbols are associated with positive affect (van Koningsbruggen, Hartmann, Eden, & Veling, 2017) and can prime relationshiprelated concepts (Kardos, Unoka, Pléh, & Soltész, 2018). Additionally, there is ample cross-sectional evidence demonstrating that users themselves report that they obtain social gratification from social apps (Ishii, Rife, & Kagawa, 2017;Jung & Sundar, 2018;Karapanos, Teixeira, & Gouveia, 2016). Thus, even though several studies have addressed the idea that smartphones are associated with high social rewards, there is no direct empirical test of this mechanism.…”

mentioning

confidence: 99%

Social Smartphone Apps Do Not Capture Attention Despite Their Perceived High Reward Value

Johannes

Dora

Rusz

2019

Collabra: Psychology

View full text Add to dashboard Cite

Smartphones have been shown to distract people from their main tasks (e.g., studying, working), but the psychological mechanisms underlying these distractions are not clear yet. In a preregistered experiment (https://osf.io/g8kbu/), we tested whether the distracting nature of smartphones stems from their high associated (social) reward value. Participants (N = 117) performed a visual search task while they were distracted by (a) high social reward apps (e.g., Facebook app icon + notification sign), (b) low social reward apps (e.g., Facebook app icon), and (c) no social reward apps (e.g., Weather app icon). We expected that high social reward app icons would slow down search, especially when people were deprived of their smartphones. Surprisingly, high social reward (vs. low or no social reward) apps did not impair visual search performance, yet in a survey (N = 158) participants indicated to perceive these icons as more rewarding.Our results demonstrate that even if people perceive social smartphone apps as more rewarding than nonsocial apps, this may not manifest in behavior.

show abstract

Need fulfillment and experiences on social media: A case on Facebook and WhatsApp

Cited by 242 publications

References 25 publications

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Social Media in Higher Education

Social Smartphone Apps Do Not Capture Attention Despite Their Perceived High Reward Value

Contact Info

Product

Resources

About