An Experimental Test of Using Digital Media Literacy Education and Twitter to Promote Political Interest and Learning in American Politics Courses

Autor/in	Feezell, Jessica T.
Titel	An Experimental Test of Using Digital Media Literacy Education and Twitter to Promote Political Interest and Learning in American Politics Courses
Quelle	In: Journal of Political Science Education, 17 (2021), S.634-648 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2019.1694531
Schlagwörter	Media Literacy; Social Media; Undergraduate Students; Academic Achievement; Political Science; Instructional Effectiveness; Introductory Courses; Political Attitudes; Student Interests; News Media; Teaching Methods; New Mexico + Suchen Sie Ihr Suchwort? Media skills; Medie competence; Medienkompetenz; Soziale Medien; Schulleistung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Unterrichtserfolg; Einführungskurs; Political attitude; Politische Einstellung; Studieninteresse; Nachrichtenwesen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Digital media affordances create interesting potential opportunities for educators to integrate these technologies into the classroom in an effort to achieve greater student success. While there are many reasons to suspect that using digital media in the political science classroom may yield positive effects, there are few experimental studies of these effects. In this study, I leverage a longitudinal experimental design to study the effectiveness of using Twitter in introductory American politics courses to increase political interest, news consumption, and student learning outcomes. The findings show that using Twitter in the classroom has no significant influence on political interest or news consumption when controlling for prior levels of these variables. However, there may be a small positive influence on student learning outcomes that should be further explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01