This study examined the usefulness of a mobile instant messaging (MIM) tool to support teaching and learning. Taking a usefulness theoretical perspective, we examined in detail the utility and usability of using WeChat in a postgraduate-level course. Multiple types of data were collected and analysed, including MIM interaction records, questionnaire surveys and semi-structured interviews. The results show that, overall, MIM can be utilised in a variety of ways to support teaching and learning. These include promoting transmissive, demonstrative, dialogic, journaling, helpline and notebook activities. We also found MIM to be particularly suitable for promoting affective social presence (expression of emotions, self-disclosure) and cohesive social presence (phatics, vocative). Four specific technological attributes of MIM that facilitated information sharing among students were reported. Implications for practice and research, including challenges and possible solutions, are proposed, followed by a discussion of the study’s limitations and suggestions for future research.

中文翻译：

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在研究生课程中检查移动即时消息的实用性和可用性：实用性理论观点

这项研究研究了移动即时消息（MIM）工具支持教学的有用性。从有用性的理论角度出发，我们详细研究了在研究生课程中使用微信的实用性和可用性。收集并分析了多种类型的数据，包括MIM交互记录，问卷调查和半结构化访谈。结果表明，总体而言，MIM可以以多种方式用于支持教学。这些措施包括促进传播，示范，对话，日记，求助热线和笔记本活动。我们还发现MIM特别适合于促进情感性的社会存在（表达情感，自我表达）和凝聚力的社会存在（言语表达，呼唤）。报告了MIM的四个特定技术属性，这些属性促进了学生之间的信息共享。提出了对实践和研究的影响，包括挑战和可能的解决方案，然后讨论了研究的局限性和对未来研究的建议。