Abstract
Knowledge and abilities with social media technologies are perceived as critical premises for human development. Familiarity with different types of social media technologies has become pivotal for collaborative learning and successfully solving problems. This study examined the impact of social media technologies, compartmentalized into social media usage and students’ attitudes towards social media usage, on their collaborative problem-solving (CPS) achievement by adopting the sample from the PISA 2015 dataset across 37 countries/regions. A three-level hierarchical linear model (HLM) was adopted to identify the significant factors related to CPS achievement. Results indicated that social media usage had a significant impact on CPS achievement and they are varied in terms of different learning contexts, different social media types (e.g., e-mails, social networking sites), and different purposes of social media use (leisure or academic use). Furthermore, students who had a more positive attitude toward social media were more likely to achieve higher CPS performance.
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Funding
This research was supported by the Zhejiang Provincial Philosophy and Social Sciences Programme of Leading Talents Cultivation Project for Distinguished Young Scholars, China “A study on the influencing factors and mechanism of digital reading literacy in the digital intelligence era” (grant number 23QNYC04ZD).
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Wang, M., Yu, R. & Hu, J. The relationship between social media-related factors and student collaborative problem-solving achievement: an HLM analysis of 37 countries. Educ Inf Technol 28, 14071–14089 (2023). https://doi.org/10.1007/s10639-023-11763-z
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DOI: https://doi.org/10.1007/s10639-023-11763-z