Abstract
The use of Instagram in education consists of technological, educational, and social affordance. Despite positive reports on using social media for learning, there are no reports on using Instagram as a teaching tool in phenomenon-based learning (PhenoBL) for engineering and science courses. This study seeks to understand students’ motivation and perception and their perceived learning outcomes using Instagram for PhenoBL. The findings provided empirical evidence that students had a positive perception of the Instagram activity and were motivated to complete the activity, leading to a positive learning outcome. Through these findings, good practices of using Instagram in PhenoBL to provide better learning motivation and perception in engineering and science courses were proposed.
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