The Effectiveness of Using Social Network Sites as Learning Tool for Students

Alshammari, Sultan Hammad; Ali, Mohammad Bilal; Rosli, Mohd Shafie

doi:10.19026/rjaset.11.2228

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…The numbers shown above indicate an acceptable communication infrastructure in which a sizable population is classified as technology users. However, Alshammari et al (2016) noted that although communication technology nowadays is becoming highly inventive and available all over the world including the Middle East but the application of information and communication technology is still limited. The reasons for this low rate of adoption may be related to the availability of these technologies.…”

Section: Discussionmentioning

confidence: 99%

E-learning in a Jordanian higher education institution

Alnemrat,

Aldamen,

Al-Deaibes

et al. 2023

Front. Psychol.

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This study seeks to understand the current level of e-learning and to investigate the challenges to the successful implementation of e-learning at a major Jordanian higher education institution from the perspectives of faculty members. Analyses of emailed survey data from 157 faculty members showed that the level of faculty knowledge of e-learning was good (M = 3.049) on the 4-point Likert scale. The usage of e-learning by the faculty members was often (M = 3.640) on the 5-point Likert scale. Ratings of the policy and support barriers indicated that Yarmouk University faculty members benefit from the technical support that their departments offer to implement e-learning, but the overall responses to the policy and support barriers were undecided (M = 3.567). Also, overall Yarmouk University faculty members’ responses to the infrastructure and resources barriers were undecided (3.482). Attitude item responses showed that Yarmouk University faculty members have positive attitudes and a willingness to implement e-learning in their teaching (M = 3.913). Also, responses showed a degree of satisfaction of faculty members with the development plans and strategies associated with e-learning (M = 3.668). They showed that they did not have obstacles in preparation and development and that they benefited from their plans and strategies. The results showed that there were no differences between males and females on e-learning knowledge, usage, and barriers.

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Section: Discussionmentioning

confidence: 99%

E-learning in a Jordanian higher education institution

Alnemrat,

Aldamen,

Al-Deaibes

et al. 2023

Front. Psychol.

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“…The research methodology adopted in the study by Alshammari, (2015) is based on acritical review to conduct a detailed survey of the overall literature on the impact of video games on improving student learning. The critical review of video games is conducted to seek answers about aspects of the impact of different video games, on cognitive response, gender and peer learning, as a supplementary tool for teaching and the related drawbacks.…”

Section: Video Games As An Alternative Effective Educational Toolmentioning

confidence: 99%

The effects of augmented reality and video games on mental skills of students with learning disabilities

Vasiliki Michalopoulou,

Maria Sarantiti,

Christina Chatzimbey

et al. 2023

World J. Adv. Eng. Technol. Sci.

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“…While this direct link between education and the gaming industry changed as a result of the development of Internet technologies and digital play, there are still traces of these commercial relationships, especially in relation to the field's epistemological inquiries. Educational research has maintained a methodological paradigm that aims to assess the extent of implementation of video games in specific subject-matter teaching; practical and explicit skills (Ypsilanti et al, 2014;Landers & Armstrong, 2017); metacognitive and communication skills, especially within the framework of affinity groups (Gee, 2005); communities of practice (Steinkuehler & Oh, 2012) or 'epistemic' communities (Shaffer, 2007); and, more recently, the evaluation of specific educational outcomes in and out of the classroom and curriculum (Backlund & Hendrix, 2013;Alshammari, Ali, & Rosli, 2015;Eordanidis, Gee, & Steward-Gardiner, 2017;Paravizo, Chaim, Braatz, Muschard, & Rozenfeld, 2018). This line of inquiry extends beyond quantitative research into mixed methods and qualitative research.…”

Section: Dgbl: a Brief Historymentioning

confidence: 99%

Cyber-ludic pedagogies: towards a post-critical methodology of video games as cultural sites

Kourkoulou,

Bettivia

2023

Acta Sci. Educ.

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In this paper, we explore contradictions in the uneven movements of engaging video games in learning, and the affective deployment of play as a strategic mechanism to guarantee institutional and civic compliance. To that purpose, we are tracing the links between positivist, evaluative paradigms in Digital Game-Based Learning (DGBL) scholarship, arguing that a linear assessment of knowledge transmission does not adequately engage the complexity of virtual worlds and the learning processes they mobilize. As a response, we propose a cyber-ludic pedagogical framework that embeds gamers’ knowledge-production practices and performances in the wider social context they occupy, acknowledging their hybridity as digital and physical experiences. We apply this framework to a case-study reading of a vlog entry performed as a humorous guide to social distancing at the onset of the COVID-19 pandemic. Our reading recognizes the operationalization of knowledge communication modes as tropes while emphasizing discrete projects of brand awareness, identity formation, and claims to digital space. Our analysis of the vlog performance of what we term ‘technodeviance’ serves to de-exoticize the deviant in educational research; problematize the assumption of one-way knowledge transmission and representation; and center the pedagogical value of game and play data that is found in popular culture texts and in user-generated content.

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The Effectiveness of Using Social Network Sites as Learning Tool for Students

Cited by 3 publications

References 12 publications

E-learning in a Jordanian higher education institution

E-learning in a Jordanian higher education institution

The effects of augmented reality and video games on mental skills of students with learning disabilities

Cyber-ludic pedagogies: towards a post-critical methodology of video games as cultural sites

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