Abstract
As one of the most widely adopted mobile and social media applications, Tencent WeChat ® (‘WeChat’) has been increasingly used in education at all levels in Asia, and in China in particular. However, only a small number of studies have been conducted to explore educational affordances of WeChat. In this paper, these affordances are defined as opportunities for an educational activity that are determined and supported by perceived and actual features of a technology tool or an environment (Gibson in The ecological approach to visual perception, Houghton Mifflin, Boston, 1979; Norman in The psychology of everyday things, Basic Books, New York, 1988; Sanders in Ecol Psychol 9(1):97–112, 1997). The authors conducted a review of 21 studies out of a pool of 1984 identified publications on the topic to examine existing practices, empirical studies and recommendations for the uses of WeChat, and with the over-reaching aim of articulating a framework for the adoption of educational affordances of mobile social media. Such framework will serve practice as well as research on educational uses of mobile social media and help extend theory of affordances in this domain. A total of seven categories of educational affordances of WeChat were explicated and included in this framework: Resources Sharing, Authentic Learning, Collaboration, Community Building, Motivating Environment, Evaluation and Feedback, and Administration for Learning. Guidelines for the adoption of this framework are developed, and suggestions for future research are proposed.
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Appendices
Appendix 1: Overview of the 21 studies reviewed
Nr. | General information | Research method | |||||
|---|---|---|---|---|---|---|---|
Study | Countrya | Learning contextb | Subjectc | Method and data source | Sample size | Timeframe | |
1 | Ding (2016) | CN | NF | EFL | Mixed-method (experimental, observation, document analysis) | 342 students and 4 teachers | 9 weeks |
2 | Gao and Wang (2017) | CN | FL | Engineering | Quantitative (quasi-experimental) | 86 | 1 semester |
3 | Jin (2018) | CN | IF | CSL | Mixed-method (survey, interview, observation) | 7 | 7 weeks |
4 | Li et al. (2016) | CN | IF | n/a | Quantitative (descriptive) | 3690 | 3 years |
5 | Liu (2014) | CN | NF | ESP | Quantitative (descriptive) | 1 class | n/a |
6 | Luo and Yang (2016) | US | FL | CSL | Mixed-method (survey, interview) | 22 | 1 semester |
7 | Ma and Wu (2017) | CN | FL | Media | Qualitative (transcript analysis) | 1 class | 1 course |
8 | Qi and Wang (2018) | AU | IF | n/a | Qualitative (interview, reflection, transcript analysis) | 5 teachers | 1 year |
9 | Shang (2016) | CN | FL | EFL | Mixed-method (survey, interview) | 60 | 1 course |
10 | Shen (2016) | CN | FL | EFL | Quantitative (quasi-experimental) | 161 | 6 months |
11 | Shi and Luo (2016) | CN | FL | EFL | Quantitative (quasi-experimental) | 60 | 1 semester |
12 | Shi et al. (2017) | CN | FL | EFL | Quantitative (quasi-experimental) | 50 | 1 semester |
13 | Sung and Poole (2017) | US | NF | EFL and CSL | Mixed-method (survey, transcript analysis) | 10 | 7 weeks |
14 | Tao et al. (2017) | CN | FL | EFL | Quantitative (quasi-experimental) | 60 | 3 months |
15 | Wang (2017a) | US | IF | n/a | Qualitative (interview, transcript analysis) | 36 students and 1 focal student | 4 months |
16 | Wang (2017b) | US | IF | n/a | Qualitative (interview, observation, transcript analysis) | 36 students and 1 focal student | 4 months |
17 | Wang et al. (2016) | AU | NF | EFL and CSL | Qualitative (reflection, transcript analysis) | 30 students and 3 teachers | 1 semester |
18 | Wang et al. (2017) | CN | NF | Medical | Mixed-method (survey, interview) | n/a | 2 semesters |
19 | Wang et al. (2018) | CN | FL | Medical | Quantitative (descriptive) | 120 | 17 weeks |
20 | Xu and Peng (2017) | CN | NF | CSL | Mixed-method (survey, interview, transcript analysis) | 13 students and 2 RA | 12 weeks |
21 | Xu et al. (2017) | CN | NF | EFL | Mixed-method (survey, interview, reflection) | 35 students and 2 teachers | 12 weeks |
Appendix 2: Summary of 21 studies reviewed
# | Study | Research questions | Uses of WeChat | Major findings |
|---|---|---|---|---|
1 | Ding (2016) | The impacts of problem-based learning practice on EFL students’ critical thinking disposition | The teacher used WeChat group to bridge in-class and out-of-class discussion to assist problem-based learning | Students’ critical thinking skills were significantly improved |
2 | Gao and Wang (2017) | Effectiveness of a digital mapping mobile teaching system | WeChat Official Account Admin Platform was utilized to build a mobile digital mapping teaching system | Students’ professional knowledge was enriched Both learning interest and autonomous learning ability were enhanced The cohesion of the class was strengthened |
3 | Jin (2018) | Language development affordances of WeChat for two university-level Chinese language learners in an intensive language program | WeChat group was used as an online community for CSL learners to communicate with native speakers of Chinese | Authentic meaning-focused communication was realized Multimodal resources were generated and accessed via WeChat A learning community was established Learners created new identities through the use of WeChat |
4 | Li et al. (2016) | Developing a new mobile learning environment by integrating WeChat with Moodle | The researchers integrated WeChat with Moodle to develop a mobile learning environment | A growing number of students were willing to log in Moodle via WeChat for receiving notifications |
5 | Liu (2014) | Application of WeChat in ESP training | Voice messaging of WeChat was used for role-plays by student to practice English, and WeChat “Moments” were used for sharing viewpoints | Authentic communication environment was provided by WeChat for language training Both students’ learning motivation and critical thinking were enhanced |
6 | Luo and Yang (2016) | The effectiveness of using WeChat in teaching Chinese language | Official WeChat account was created to assist classroom instruction in a language course | A supportive Chinese language learning community was established Learner motivation was enhanced Both linguistic gains and cultural learning were promoted |
7 | Ma and Wu (2017) | WeChat platform for team-based learning | Students selected WeChat public platforms to work in team for knowledge construction | Collaborative learning was facilitated through team-based learning |
8 | Qi and Wang (2018) | WeChat-based community of practice for teachers’ professional development | WeChat group was used as a community of practice for language teachers’ professional development | Rapport was built among the participating teachers Collaboration was facilitated as they shared ideas, reflected issues and solved the problems cooperatively WeChat was useful as a platform for teachers to develop professional competency |
9 | Shang (2016) | WeChat-based teaching resources pushing system for literature teaching | Wechat public account was employed as a platform for distance education | Teachers could use WeChat to share, release teaching and learning resources Independent learning was developed in students |
10 | Shen (2016) | Effectiveness of a WeChat-based translation teaching model | WeChat was connected with different mobile and electronic devices to build a translation teaching model | Teachers could upload various translation materials through WeChat-based teaching model |
11 | Shi and Luo (2016) | Application of WeChat teaching platform in interactive translation teaching | The teachers used WeChat public account and open platform to interact with students for translation teaching | Both the engagement of students and their interaction with teachers were enhanced The new teaching model extended teaching from the classroom to outside the classroom |
12 | Shi et al. (2017) | Using WeChat instant messaging for language learning | The students followed subscription account on WeChat, via which their learning was facilitated by the teachers | A virtual learning environment was established A strong sense of confidence was nurtured in the students |
13 | Sung and Poole (2017) | Usefulness of WeChat for tandem language learning | Voice messaging, text messaging and camera of WeChat were used for different tasks in tandem language learning | A learning community was built for authentic written and oral communication Both language gains and cultural learning were promoted |
14 | Tao et al. (2017) | Using WeChat platform for English reading teaching | Public platform of WeChat was deployed for English reading teaching | Students’ reading scope was enlarged as a wide range of reading materials were provided via WeChat Learner motivation was promoted |
15 | Wang (2017a) | How students construct transnational identities and social networks | WeChat groups were created as study groups to support literacy learning | A learning community was established for coaching and tutorial. Social connection among learners was strengthened. |
16 | Wang (2017b) | How spatial practices students perform on WeChat relate to literacy learning | WeChat group was used as a digital study group | A learning community was established where questions arising from the classroom were taken up Information for administrative purposes was shared, such as due dates and assignments Identity was formed in the group leader |
17 | Wang et al. (2016) | How WeChat facilitate teaching, cognitive and social presence in semi-synchronous language exchange | WeChat group served as a community of inquiry for language exchange | WeChat contributed to effective negotiation of meaning and learning outcomes Teacher involvement was enhanced as they interacted with learners in the chat groups |
18 | Wang et al. (2017) | WeChat as an instant interactive platform for teaching–learning communication | WeChat official account was used for pushing notifications | Collaborative learning was facilitated as students worked cooperatively on assignments Notifications for administration were pushed, such as reminders of course schedule |
19 | Wang et al. (2018) | Examining the attitudes of students towards the case studies based on mobile messaging | Group chats on WeChat were used for group discussion of medical cases | Students collaboratively worked on cases for diagnoses Learner motivation was enhanced |
20 | Xu and Peng (2017) | Investigating mobile-assisted oral feedback in teaching Chinese as a second language | A class group was established on WeChat for oral feedback provision in language learning | Positive attitudes in learners were revealed towards the use of WeChat and mobile-assisted feedback |
21 | Xu et al. (2017) | EFL learners’ perceptions of mobile-assisted feedback for oral production | Learners used voice messaging to record oral tasks and sent recordings to WeChat groups for feedback | Feedback provision using WeChat enabled EFL learners to engage more actively in learning activities outside classroom |
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Xue, S., Churchill, D. A review of empirical studies of affordances and development of a framework for educational adoption of mobile social media. Education Tech Research Dev 67, 1231–1257 (2019). https://doi.org/10.1007/s11423-019-09679-y
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DOI: https://doi.org/10.1007/s11423-019-09679-y