Welcome to the InfoSci Platform
Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time

Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time

Min Wang, Zhonggen Yu
Copyright: © 2022 |Volume: 18 |Issue: 1 |Pages: 23
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799893561|DOI: 10.4018/IJICTE.302250
Cite Article Cite Article

MLA

Wang, Min, and Zhonggen Yu. "Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time." IJICTE vol.18, no.1 2022: pp.1-23. http://doi.org/10.4018/IJICTE.302250

APA

Wang, M. & Yu, Z. (2022). Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time. International Journal of Information and Communication Technology Education (IJICTE), 18(1), 1-23. http://doi.org/10.4018/IJICTE.302250

Chicago

Wang, Min, and Zhonggen Yu. "Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time," International Journal of Information and Communication Technology Education (IJICTE) 18, no.1: 1-23. http://doi.org/10.4018/IJICTE.302250

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

The use of social media such as Twitter has gained popularity in education during the COVID-19 pandemic. This study included 22 high-quality peer-reviewed journal articles for the meta-analysis. The authors reveal that there are no significant differences in teaching effectiveness between the Twitter and non-Twitter-assisted learning approaches. Twitter-assisted learning outcomes are significantly higher than the non-Twitter-assisted whether Twitter is used as a supplementary or an integrated tool. Twitter-assisted learning can lead to significantly higher learning outcomes than non-Twitter-assisted learning in the USA, Greece, and Sweden, but no significant difference is revealed in Spain. Swedish users hold significantly positive attitudes towards the use of Twitter in education, but no significant difference is found in the USA. Twitter-assisted learning can cause significantly more engagement than non-Twitter-assisted in the USA, and male learners have significantly higher learning outcomes than females in both the USA and Spain.