Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study

Ying Tang,Khe Foon Hew

doi:10.1186/s41239-021-00306-6

Abstract

Mobile instant messaging (MIM) has become the most popular means for young people to communicate. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. We address the gap by comparing the effects of using MIM and asynchronous online discussion (AOD) on student online engagement, using a quasi-experimental study involving a historical cohort control group. Understanding which communication mode can better promote student online engagement is particularly important during the current widespread use of online learning. Specifically, we examined engagement from the behavioral, emotional, and cognitive dimensions. The results showed that the MIM group was more behaviorally engaged in discussion activities, producing more messages, more words, and higher rates of participation, task completion, and interaction. Emotionally, no statistically significant difference was found in students’ affective evaluation of course interaction and satisfaction between the two groups. However, MIM appeared to help students with improved intimacy and interpersonal relationships. Cognitively, the MIM group was more engaged than the AOD group. In particular, MIM seemed to facilitate interactive idea exchange and thus contributing to more “creating” activities. We conclude by providing suggestions for future instructional practice and research directions.

Highlights

With the wide penetration of smartphones and mobile broadband access, mobile instant messaging (MIM) is becoming an essential means of communication worldwide (Dhir et al, 2020)
Mobile instant messaging (MIM) is different from asynchronous communication because most MIM messages are answered promptly (Andujar, 2019) within 60 s (Rosenfeld et al, 2018), whereas the average response time of asynchronous communication is markedly longer—24 h for email (Chang et al, 2016) and 24 to 48 h for online discussion forums (Jeong & Frazier, 2008)
Very few studies have compared the effectiveness of using MIM with other communication mode in influencing student learning. This study addresses these gaps by comparing the impacts of using MIM and using asynchronous online discussion (AOD) in educational activities on student engagement

Summary

Introduction

With the wide penetration of smartphones and mobile broadband access, mobile instant messaging (MIM) is becoming an essential means of communication worldwide (Dhir et al, 2020). Whether and when to participate in the communication is up to the message receiver after they get notified about message arrival. This is different from synchronous communication (e.g., phone calls, video chats), which requires the transmitter and receiver to be present at the same time and/or space at a mutually agreed schedule. MIM is different from asynchronous communication (e.g., emails, forum discussions) because most MIM messages are answered promptly (Andujar, 2019) within 60 s (as in the case of WhatsApp) (Rosenfeld et al, 2018), whereas the average response time of asynchronous communication is markedly longer—24 h for email (Chang et al, 2016) and 24 to 48 h for online discussion forums (Jeong & Frazier, 2008).

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