With the wide availability of mobile devices and the growing interest in social media, numerous applications have emerged to support student engagement in the classroom. There is conflicting evidence, however, on whether the engagement benefits of such applications outweigh their potential cost as a source of disaffection. To investigate these issues, this article presents a case study on the usage of a social media app (SpeakUp) during a semester-long face-to-face university course, and its relations with the context and the learning outcomes. In this mixed-methods study, we gathered data from multiple sources (video recordings of the lessons, SpeakUp logs and messages, student questionnaires, and course assessments) in order to extract self-reported and observable behavioral and emotional indicators. Our findings reveal that simple measures of behavioral engagement were insufficient to predict academic performance. Nevertheless, our models significantly improved using relatively simple and unobtrusive indicators of both behavioral and emotional engagement and disaffection. This article also indicates that the mere introduction of social media in educational settings does not guarantee a positive impact on learning. To promote an effective use of social media in the classroom (raising engagement while avoiding disaffection), teachers need to design the learning activities aligning the use of social media with the learning goals.

中文翻译：

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教学，学生参与度和学习成果：在面对面的课堂中使用匿名社交媒体的案例研究

随着移动设备的广泛普及以及对社交媒体的日益增长的兴趣，出现了许多支持学生参与课堂的应用程序。但是，关于此类应用程序的参与收益是否超过其作为不满之源的潜在成本，存在矛盾的证据。为了调查这些问题，本文提供了一个案例研究，该案例研究了一个学期的面对面大学课程中社交媒体应用程序（SpeakUp）的使用及其与环境和学习成果的关系。在这项混合方法研究中，我们从多个来源收集数据（课程录像，SpeakUp日志和消息，学生问卷调查以及课程评估），以提取自我报告的和可观察到的行为和情感指标。我们的发现表明，简单的行为参与度测量不足以预测学业成绩。然而，我们的模型使用行为和情感参与和不满的相对简单且不引人注目的指标进行了显着改进。本文还指出，仅在教育环境中引入社交媒体并不能保证对学习产生积极影响。为了促进课堂上社交媒体的有效使用（在提高参与度的同时避免不满），教师需要设计学习活动，使社交媒体的使用与学习目标保持一致。我们的模型使用行为和情感参与和不满的相对简单且不显眼的指标进行了显着改进。本文还指出，仅在教育环境中引入社交媒体并不能保证对学习产生积极影响。为了促进课堂上社交媒体的有效使用（在提高参与度的同时避免不满），教师需要设计学习活动，使社交媒体的使用与学习目标保持一致。我们的模型使用行为和情感参与和不满的相对简单且不显眼的指标进行了显着改进。本文还指出，仅在教育环境中引入社交媒体并不能保证对学习产生积极影响。为了促进课堂上社交媒体的有效使用（在提高参与度的同时避免不满），教师需要设计学习活动，使社交媒体的使用与学习目标保持一致。