scholarly journals Interactions between emotional and cognitive engagement with science on YouTube

2021 ◽  
pp. 096366252199084
Author(s):  
Ilana Dubovi ◽  
Iris Tabak
Keyword(s):  
Social Media ◽  
Public Engagement ◽  
Public Interest ◽  
Emotional Responses ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Science Content ◽  
Public Engagement With Science ◽  
Self Reports

This study aimed to map and characterize public engagement with science on YouTube. A two-part study was conducted. First, we collected and quantitatively analyzed trending videos on YouTube to evaluate the magnitude of public interaction with science content. Then, we assessed actual, rather than self-reports of, media interactions with science-related YouTube trending videos. We tested associations between behavioral engagement of viewing, liking, disliking or commenting, and emotional and cognitive engagement. Our findings affirm that science content attracts high public interest and that emotional and cognitive engagement with science on social media are distinct, but interrelated. We show that regardless of the valence of emotional engagement, emotion is linked to greater behavioral engagement of posting comments and to greater cognitive engagement of argumentative deliberation. Therefore, our findings suggest that social media interactions, which tend to evoke emotional responses, are a promising means of advancing person-to-person engagement with science.

scholarly journals How Do Young Adults Engage With Science and Research on Social Media? Some Preliminary Findings and an Agenda for Future Research

2018 ◽  
Vol 4 (3) ◽  
pp. 205630511879772 ◽  
Author(s):  
Eszter Hargittai ◽  
Tobias Füchslin ◽  
Mike S. Schäfer
Keyword(s):  
Social Media ◽  
Young Adults ◽  
Public Engagement ◽  
Science Communication ◽  
Future Research ◽  
Research Material ◽  
Considerable Research ◽  
Public Engagement With Science ◽  
Celebrity News ◽  
Science And Research

While considerable research has looked at how people use the Internet for sharing and engaging with various types of content from celebrity news to politics, very little of this work has considered how non-specialists interact with science and research material on social media. This article reviews literature on public engagement with science to note that this area is ripe for research on social-media-based engagement in particular. Drawing on a survey of American young adults’ online experiences, we show that using social media for science and research is at least as likely if not more so as engagement with other topics from similarly serious to lighter domains. We also find that platform matters with young adults much more likely to engage with such content on Facebook rather than on Twitter. We end by proposing more focus on this domain in the area of science communication and work on social media.

scholarly journals Students’ observed engagement in lessons, instructional activities, and learning experiences

2020 ◽  
Vol 8 (6) ◽  
pp. 38-58 ◽  
Author(s):  
Christina Hubertina Helena Maria Heemskerk ◽  
Lars-Erik Malmberg
Keyword(s):  
Learning Experiences ◽  
Cognitive Engagement ◽  
Fifth Grade ◽  
Emotional Engagement ◽  
Logistic Regression Models ◽  
Instructional Activities ◽  
Self Reports ◽  
Bayesian Logistic Regression ◽  
Pair Work ◽  
Work Student

In order to expand previous intraindividual studies of student engagement we investigated students' observed engagement (i.e., on- and off-task behaviour), instructional activities (i.e., teacher-led whole class, individual work, pair-work, student-teacher interaction, assessment, and ”other”), and self-reported learning experiences (cognitive engagement, difficulty, competence, emotional engagement, positive and negative emotions), within lessons during one calendar week. Eighteen fourth and fifth grade target students (Mage=10.1, SD=0.44) were observed every 30 sec during two to four lessons each day for five school days (engagement and instructional activities), on average 66.05 times per lesson (SD=19.16, Range=15-80, nobs=14,994) between 9-18 lessons during a week. Simultaneously, students provided 1-3 electronic questionnaire self-reports per lesson (Mself_report=35.1, SD=12.6, Range=19-52, nself_report=631). We regressed observed engagement (0 = off-task, 1 = on-task) on self-reported learning experiences using 3-level (time-points nested in lessons, nested in students) Bayesian logistic regression models in brms. Observed engagement diminished during lessons, and was predicted by higher cognitive engagement, and instructional activities. As compared to teacher-led instruction, engagement was higher during individual tasks, teacher-supported tasks, and assessments. Overall self-reported and observed engagement within lessons converged, supporting their use in intraindividual research.

scholarly journals The educational power of humor on student engagement in online learning environments

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Fatih Erdoğdu ◽  
Ünal Çakıroğlu
Keyword(s):  
Online Learning ◽  
Mixed Method ◽  
Cognitive Engagement ◽  
Positive Influence ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Online Learning Environments ◽  
Course Materials ◽  
Significant Difference ◽  
University Course

AbstractThe primary goal of the study is to investigate the effect of the usage of humor on behavioral, emotional, and cognitive engagement in online learning. Humorous elements were integrated into the online learning components. The mixed-method study was conducted over 14 weeks with the participation of 74 university students in an online university course. As a result, elements of humor can be integrated into materials for attention grabbing, recalling, feedback, and humor breaks. A diversity of humorous elements created a significant difference and improved behavioral engagement for course materials, discussions, and assignments. However, humorous elements did not contribute to the behavioral engagement for quizzes. It was additionally observed for emotional engagement that the use of humor created a significant difference and improved emotional engagement. As for cognitive engagement, a positive influence of the usage of humorous elements in course materials, discussions and assignments was observed.

scholarly journals Static vs. dynamic methods of delivery for science communication: A critical analysis of user engagement with science on social media

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248507
Author(s):  
Sarah A. Habibi ◽  
Lidya Salim
Keyword(s):  
Social Media ◽  
Public Engagement ◽  
Critical Analysis ◽  
Science Communication ◽  
Relative Number ◽  
User Engagement ◽  
Educational Science ◽  
Science Content ◽  
The Public ◽  
Dynamic Methods

Science communication has been increasingly viewed as a necessity and obligation of scientists in recent years. The rise of Web 2.0 technologies, such as social media, has made communication of science to the public more accessible as a whole. While one of the primary goals of science communication is to increase public engagement, there is very little research to show the type of communication that fosters the highest levels of engagement. Here we evaluate two social medial platforms, Instagram and TikTok, and assess the type of educational science content (ESC) that promotes user awareness and overall engagement. Specifically, we measured the level of engagement between static and dynamic posts on Instagram, and lecture-style and experimental videos on TikTok. User engagement is measured through the analysis of relative number of likes, comments, shares, saves, and views of each post in the various categories. We found that users interact with ESC significantly more (p<0.05) when the content is presented in dynamic ways with a component of experimentation. Together, we took the findings of this study and provided a series of suggestions for conducting science communication on social media, and the type of ESC that should be used to promote better user outcomes.

scholarly journals PENGARUH PENGHAYATAN PEERS SUPPORT TERHADAP SCHOOL ENGAGEMENT SISWA KELAS X SMA “X” BANDUNG

2020 ◽  
Vol 2 (2) ◽  
pp. 15-27
Author(s):  
Dhanawa Rylla Insani ◽  
Jane Savitri
Keyword(s):  
School Engagement ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Behavioral Engagement

Penelitian ini dilakukan untuk mengetahui pengaruh penghayatan peers support terhadap school engagement pada Siswa Kelas X SMA “X” Bandung sejumlah 292 siswa. Metode dalam penelitian ini menggunakan penelitian pengaruh. Alat ukur yang digunakan disusun oleh Savitri (2018) yang berasal dari teori school engagement oleh Fredricks (2004), Alat ukur peers support disusun oleh peneliti berdasarkan teori peers support oleh House (1981). Berdasarkan pengolahan data ditemukan bahwa terdapat pengaruh yang signifikan dari peers support terhadap tipe-tipe school engagement, yaitu behavioral engagement (R2 = 0,177), emotional engagement (R2 = 0,236), dan cognitive engagement (R2 = 0,132).

scholarly journals Impacts of genre and access on science discussions: ‘The New Reddit Journal of Science’

2021 ◽  
Vol 20 (05) ◽  
pp. A04
Author(s):  
Ehren Helmut Pflugfelder ◽  
Alexander Mahmou-Werndli
Keyword(s):  
Public Engagement ◽  
Public Understanding ◽  
Science Writing ◽  
Discussion Boards ◽  
Science Content ◽  
The Public ◽  
Research Article ◽  
Public Engagement With Science ◽  
Science News ◽  
Science In Society

Which genre of science writing contributes most to public understanding, and how does that understanding happen? Working within a science in society approach, this paper examines public engagement with science as it occurs in the comments and discussion boards of r/science. Researchers use content analysis to identify relevant concept categories and code comments for interaction with science content. The resulting data are analyzed by genre (scientific news journalism, press release, and research article) and open access status, revealing differences in public engagement with implications for science communicators and scholars seeking to understand how the public interacts with science news.

WhatsApp and Jitsi to Foster Student Engagement in an American-Spanish Telecollaboration Exchange

2020 ◽  
pp. 60-78
Author(s):  
Alberto Andujar ◽  
Jose M. Franco Rodriguez
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Instant Messaging ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Future Research ◽  
American University ◽  
Online Exchange ◽  
American Spanish

This chapter explores students' engagement in a telecollaboration project between a Spanish and an American university. Students' cognitive, emotional, and behavioral engagement were evaluated throughout the project. A total of 53 students participated in an online exchange during one and a half months through two different applications, WhatsApp representing the text-based environment and Jitsi representing the synchronous videoconferencing platform. The engagement construct was explored using pre and post measures as well as tracking students' conversation in the platforms. Results yielded high levels of cognitive engagement as a result of the interaction. Values for emotional engagement were found to be higher in the instant messaging platform and behavioral engagement did not present significant values. Implications and recommendations for future research were drawn.

scholarly journals STUDENTS' ENGAGEMENT AND THEIR PERFORMANCES IN MATHEMATICS

2021 ◽  
pp. 164-167
Author(s):  
Sonny Bhoy L. Flores ◽  
Victoria E. Tamban ◽  
Nenette M. Lacuarin ◽  
Marcial M. Bando ◽  
Glen P. Cortezano
Keyword(s):  
Academic Performance ◽  
Null Hypothesis ◽  
Positive Relationship ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Bivariate Analysis ◽  
Chi Square ◽  
Significant Evidence ◽  
Correlational Method

This study aimed at determining the relationship between students' engagement (behavioral, emotional and cognitive engagement) and their performance in Mathematics of grade 6 pupils of Malaban Elementary School. Descriptive correlational method research design was employed in this study. In this study, the instruments used are survey questionnaire of Bivariate Analysis and Chi-square The results show that the students gave a unifying perception on their level of behavioral engagement (2.90-engage), emotional engagement (2.74-engage), cognitive engagement (2.98- engage) in Mathematics.The mean performance of students in Mathematics was satisfactory with an average of 80.42 median of 80 mode of 76 and standard deviation of 3.77.The researchers concluded that there is significant evidence to reject the null hypothesis and conclude that there was a moderate,positive relationship between academic performance and behavioral engagement. For the emotional and academic performance there was a significant evidence to accept the null hypothesis and conclude that was no relationship between academic performance and emotional engagement, while there was a moderate, positive relationship between cognitive engagement and academic performance. The researchers recommended to initiate activities that can help boost the students' engagement in Mathematics for it was shown some significant relationship to their mathematics performance

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