Impact Of Text Messaging Research Articles

THE STUDY ON IMPACT OF SMS TEXTING ON WRITING SKILLS OF COLLEGE & SCHOOL STUDENTS IN DELHI

This report examines the effects of SMS messaging on the writing abilities of school and college students/teenagers. An SMS survey was conducted to gather students' perspectives on the impact of text messaging on their academic writing abilities. The researchers used cross-sectional survey and deployed quantitative approaches to accomplish this goal. A digital survey was created to gather information. The study population consisted of students from schools and institutions in Delhi-NCR. The study included a sample size of 104 participants, selected by a combination of random and snowball sampling techniques. The data was gathered via distributing the online questionnaire via WhatsApp and email.

The impact of text messaging on minority women's mental well-being

The impact of text messaging on minority women's mental well-being

The impact of text messaging on minority women's mental well-being

The impact of text messaging on minority women's mental well-being

Tulane STAR (Sending Texts, Advancing Results): impact of text messaging on bariatric post-operative protocol compliance.

BackgroundText messaging is frequently employed in the outpatient setting to communicate with or send reminders to patients. However, there is a paucity of literature on the impact of text messaging on inpatient care. In this study, the use of text messaging in hospitalized patients is evaluated by assessing patient compliance to a post-operative bariatric protocol.MethodsThis was a randomized controlled trial that studied compliance to a post-operative bariatric protocol in patients who underwent bariatric surgery at a tertiary, academic medical center between February and May 2021. Patients were randomized to either the control group, in which they received standard post-operative education alone or the Tulane Sending Texts, Advancing Results (STAR) intervention arm, in which participants received the same post-operative education along with two text message reminders to drink water, use their incentive spirometers, and ambulate (per post-operative instructions) on post-operative day (POD) # 0 and POD # 1. The primary outcome was compliance with the protocol, defined as the number of 1-oz cups of water consumed, incentive spirometry usage, and ambulation frequency and distance. Secondary outcomes include length of stay and complications.ResultsA total of 35 patients were enrolled in the study (17 control, 18 STAR intervention). There was no significant difference in age, BMI, or type of surgery performed between the two groups. Clear liquid consumption was significantly higher in the STAR intervention group with an average of 27.7 ± 3.5 cups as compared to 18.2 ± 8.9 in the control group (p < 0.001). Similarly, statistically significant increases in incentive spirometry usage (p < 0.01) and ambulation distance and frequency (p < 0.02) were observed in the STAR intervention group.ConclusionsWhile patients are in the hospital, text messaging can improve compliance to post-operative protocols. Peri-operative text messaging can enhance patient education and communication.

Impact of Text Messages in Nudging Farmers to Use Mobile Phone Application for Farming Decisions

Impact of Text Messages in Nudging Farmers to Use Mobile Phone Application for Farming Decisions

The Impact of Text Messaging as an Instructional Tool to Enhance Learner Autonomy and Perception

This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means on their learner autonomy scores. However, the impact of the independent samples t-test has shown that there is no statistically meaningful gender difference among the learners regarding their autonomy scores. The findings based on the semi-structured interview showed complimentary views on MALL. The current study is beneficial since its outcomes could be relevant for EFL curriculum developers and English language teachers in the use of mobile learning and text messaging in the English classroom.

Impact of Text Messaging (SMS) on Hausa speakers’ Language Use in Niger and Nigeria

Impact of Text Messaging (SMS) on Hausa speakers’ Language Use in Niger and Nigeria

The Impact of Text Messaging on Baccalaureate Nursing Students' Physical Activity: Single Case Design

The Impact of Text Messaging on Baccalaureate Nursing Students' Physical Activity: Single Case Design

Author Correction: The Impact of Text Messaging on Medication Adherence and Exercise Among Postmyocardial Infarction Patients: Randomized Controlled Pilot Trial.

Author Correction: The Impact of Text Messaging on Medication Adherence and Exercise Among Postmyocardial Infarction Patients: Randomized Controlled Pilot Trial.

Global research output on HIV/AIDS\u2013related medication adherence from 1980 to 2017

Background“Human Immunodeficiency Virus (HIV)” and Acquired Immunodeficiency Syndrome (AIDS) are global health burden. Medication adherence in people living with HIV (PLWH) is a key element in reducing morbidity and mortality. Quantitative and qualitative assessment of research activity helps identify research gaps as well as efforts implemented to improve adherence behaviors in PLWH. The aim of the current study was to assess and analyze literature on HIV/AIDS–related medication adherence using bibliometric methods.MethodsSciVerse Scopus was used to accomplish the purpose of the current study. The study period included all times up to 2017. The analysis was restricted to documents published in academic journals.ResultsSearch strategy retrieved 3021 documents with an average of 32.5 citations per document, an h-index of 136, and an average of 4.4 authors per documents. The volume of literature on HIV/AIDS-related medication adherence constituted 1.3% of the overall HIV/AIDS literature. There was a significant (p < 0.01; r = 0.9) correlation between the growth of publications in AIDS-related stigma and medication adherence. The regions of America (567.9) had the highest research output per one million infected people (567.9) followed by the European region (314.3), Western Pacific Region (70.7), Eastern Mediterranean region (31.4), South East Asia (34.0), and Africa (19.3). Geographical distribution of publications showed an active contribution of certain countries in the Southern and Eastern region of Sub-Saharan Africa. Harvard University (8.4%; n = 254) was the most active institution. The top cited documents focused on the impact of adherence on disease outcome and the impact of text messages on improving medication adherence.ConclusionResearch on medication adherence in PLWH showed regional variations. International research collaboration with high burden regions such as Sub-Saharan Africa needs to be strengthened to achieve the global target of ending AIDS as a public health threat by 2030.

Does SMS improve gambling outcomes over and above access to other e-mental health supports? A feasibility study

ABSTRACTSMS is simple, inexpensive and a convenient method of delivering interventions to people with problem gambling, but there are currently no trials investigating its feasibility or impact. This study explores the feasibility of SMS for people with problem gambling accessing an e-mental health service (i.e. chat, email, forums and brief self-help). The study randomized 198 gamblers to bi-weekly SMS (versus treatment-as-usual [TAU]) over a 12-week period. SMS involved a series of behaviour change techniques as well as a call-back for further help. Recruitment and randomization workflow, SMS implementation and the impact of text messages on engagement at 12-week follow-up evaluation were also examined. Four out of five gamblers accessing e-mental health were willing to take part and very few withdrew from the study. Furthermore, 10% accessed the new outbound service (text for immediate HELP). There was a significant decrease in gambling symptoms and time and money spent post-treatment, but there was not a significant difference between SMS and TAU (i.e. SMS did not increase the effect of e-mental health). Gamblers accessed an average of 2.5 e-mental health offerings at their initial visit and it could be that this mixture of service supports more than met current needs.

Folate/folic acid knowledge, intake, and self-efficacy of college-aged women: impact of text messaging and availability of a folic acid–containing supplement

ABSTRACTObjective: To evaluate the impact of educational text messages (TMs) on folate/folic acid knowledge and consumption among college-aged women, and to evaluate the impact of providing folic acid supplements on folate/folic acid intake among college-aged women. Participants: A total of 162 women (18–24 years) recruited from a university. Methods: The protocol included 3 study visits and a 6-week intervention for 4 groups: control; TM only; supplement only; and TM+supplement. Supplement groups received folic acid–containing supplements. TM groups received 18 folate-related TMs. Participants completed knowledge quizzes, supplement intake questions, a self-efficacy scale, and dietary recalls. Results: Despite receiving the same folic acid education, intake of folic acid and total folate was greater in the supplement groups compared with the non-supplement groups at mid- and post-study. TMs had no impact on any study measure. Conclusion: Provision of a folic acid–containing supplement enhanced short-term folic acid intake, supporting the provision of supplements to this population group.

The Impact of Text Messaging in Adherence Programs

Average adherence rates for chronic treatment average approximately 50%, leading the World Health Organisation (WHO) to state that increasing the effectiveness of adherence interventions may have a far greater impact on the health of the population than any improvement in specific medical treatments and new drugs per se. In this environment, programs designed to increase adherence to medication and to treatment in general have multiplied over the past several years. These programs generally include communication with patients to inform and influence behavior. This communication can take place via a number of channels, ranging from face-to-face contact to physical mail to smart phone apps. Each channel has its own advantages and disadvantages and each entails costs of its own. Short Message Service (SMS) or text messaging has proven in numerous studies to represent an advantageous cost / benefit profile, particularly when the messages are customized to individual patients. This is the case across a wide variety of patient types, ages, pathologies and geographies. The present article provides an overview of the challenges of treatment adherence and how these can be successfully addressed using text messaging interventions across a variety of chronic illness and within different geographical and cultural settings.

The Effects of Texting and Driving on Hazard Perception

Hazard perception has received little attention compared to measures of vehicle control in studies exploring the effects of texting on driving performance, despite being a more direct measure of crash risk. Furthermore, the driver strategies attempting to moderate such distraction are not well understood. The current study attempts to address these two facets of texting while driving. Participants (10 male; 10 female) drove a low fidelity simulator that measures situational awareness, while text messaging in order to assess hazard perception performance. Participants were required to identify and appropriately respond to events that would result in a collision. Two text message conditions (i.e., copying and alphabetizing a 5-letter string) were used to compare low vs. high cognitive load, respectively. Participants missed more hazards in the alphabetize-text compared to the copy-text and driving only conditions. Signal Detection Theory (SDT) analyses revealed the adoption of a more liberal response bias (B”) (i.e., participants increased false) when required to copy the text message but not when required to alphabetize. Last, participants were slower to react to hazards in the alphabetize-text condition compared to the copy-text and driving only conditions. These findings suggest that the impact of text messaging on the detection of driving hazards depends in part, on the cognitive load imposed by the text messaging task and the adoption of strategies to compensate for the interference on the driving task.

Text-speak processing impairs tactile location

Dual task experiments have highlighted that driving while having a conversation on a cell phone can have negative impacts on driving (Strayer & Drews, 2007). It has also been noted that this negative impact is greater when reading a text-message (Lee, 2007). Commonly used in text-messaging are shortening devices collectively known as text-speak (e.g.,Ys I wll ttyl 2nite, Yes I will talk to you later tonight). To the authors' knowledge, there has been no investigation into the potential negative impacts of reading text-speak on concurrent performance on other tasks. Forty participants read a correctly spelled story and a story presented in text-speak while concurrently monitoring for a vibration around their waist. Slower reaction times and fewer correct vibration detections occurred while reading text-speak than while reading a correctly spelled story. The results suggest that reading text-speak imposes greater cognitive load than reading correctly spelled text. These findings suggest that the negative impact of text messaging on driving may be compounded by the messages being in text-speak, instead of orthographically correct text.

The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning

&lt;p&gt;The present research investigates the effectiveness of text-message vocabulary learning on EFL freshmen. The results of the pretreatment interview with EFL learners showed that many of them have difficulty learning vocabulary through the traditional paperand-pencil way; therefore, text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To this end, 43 participants from among 85 freshmen studying in Torbat-e-Heydarieh Azad University participated in the study. The participants were divided into two groups of 21 and 22 on the basis of their proficiency. The book Check Your Vocabulary for Academic English by David Porter (2001) was taught to both groups, and they were told to make some sentences in the class to become familiar with these words; they were requested to work cooperatively in small groups of 3 or 4 in order to have the opportunity to talk more about these words. Fifteen to 20 words were introduced and taught to these students on each session. Then, the participants in the experimental group sent the researcher one text-message containing an original sentence for each word covered in the class. They were also asked to send a text-message containing a sentence to their three predetermined partners. The participants in the control group wrote one sentence using each covered word, and they were also asked to write one sentence to exchange with their three partners and bring their assignments to the class next session. The results of independent samples t-test for the post-test and the delayed post-test showed that there was no statistically significant difference between the initial vocabulary learning and the retention of the vocabulary between the two groups.&lt;/p&gt;

The effect of text messaging on 9‐ and 10‐year‐old children's reading, spelling and phonological processing skills

AbstractThis paper reports on an intervention study that considered the impact of text messaging on 9‐ to 10‐year‐old children's literacy skills. One hundred and fourteen children who had never owned a mobile phone before were recruited and randomly allocated to either the intervention or control conditions. All children were pre‐ and post‐tested on a range of reading, spelling and phonological awareness measures. Children in the intervention group were given access to a mobile phone (enabled for text messaging only) for weekends and during half‐term break for a 10‐week period. It was found that there were no significant differences between the two groups of children in terms of their literacy attainment during that period. However, within the mobile phone group, there was evidence that use of text abbreviations was positively related to gains in literacy skills. Moreover, after controlling for individual differences in IQ, and the children's performance at pre‐test, textism usage was able to account for a significant amount of variance in post‐test spelling scores. These results show that text messaging does not adversely affect the development of literacy skills within this age group, and that the children's use of textisms when text messaging is positively related to improvement in literacy skills, especially spelling.

Introduction to the special issue of reading and writing: “Lexical representations in reading and writing”

Human beings were not born to read or write and, for many, the process of acquiring the skills associated with this cultural invention is arduous. Our species took 2,000 years to arrive at the alphabet but individuals born into the modern world are expected to master this complex code in around 2,000 days (Wolf, 2008). Despite the difficulties associated with learning to read and write, these processes provide the foundation for higher-level cognitive skills and have allowed the species to prosper. Throughout history, interest in reading and writing has been universal and has led to many great debates, which will be familiar to this journal’s readership. For example, philosophers in ancient Greece speculated about the consequences of a transition from oral to written culture, many have argued about the interpretation of religious texts, the best way to teach literacy in schools has become a pressing concern for governments and parents, discussion of the underpinnings of dyslexia have evolved from psychoanalysis to neuroscience and we now wonder about the nature and impact of text messaging via mobile phones. While the science of reading and writing is, today, a mature area of inquiry there is continuing controversy regarding many topics. In particular, there remains a great many gaps in our understanding of lexical representations. It is valuable to reflect upon the populations being assessed, and the techniques being used, by researchers in disciplines such as Psychology, Linguistics and Speech Pathology in order to further our knowledge of lexical representations. The papers included in this special issue address questions such as: Which aspects of word learning are associated with risk of reading problems in young children? How do adult readers distinguish nouns from verbs? What are the mechanisms that allow so-called ‘lexical experts’ to excel at reading? What are the unique characteristics of story writing in adults with a history of language impairment?