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Social Media, Quo Vadis?
(2020)
Over the past two decades, social media have become a crucial and omnipresent cultural and economic phenomenon, which has seen platforms come and go and advance technologically. In this study, we explore the further development of social media regarding interactive technologies, platform development, relationships to news media, the activities of institutional and organizational users, and effects of social media on the individual and the society over the next five to ten years by conducting an international, two-stage Delphi study. Our results show that enhanced interaction on platforms, including virtual and augmented reality, somatosensory sense, and touch- and movement-based navigation are expected. AIs will interact with other social media users. Inactive user profiles will outnumber active ones. Platform providers will diversify into the WWW, e-commerce, edu-tech, fintechs, the automobile industry, and HR. They will change to a freemium business model and put more effort into combating cybercrime. Social media will become the predominant news distributor, but fake news will still be problematic. Firms will spend greater amounts of their budgets on social media advertising, and schools, politicians, and the medical sector will increase their social media engagement. Social media use will increasingly lead to individuals’ psychic issues. Society will benefit from economic growth and new jobs, increased political interest, democratic progress, and education due to social media. However, censorship and the energy consumption of platform operators might rise.
Active use of social networking sites (SNSs) has long been assumed to benefit users' well-being. However, this established hypothesis is increasingly being challenged, with scholars criticizing its lack of empirical support and the imprecise conceptualization of active use. Nevertheless, with considerable heterogeneity among existing studies on the hypothesis and causal evidence still limited, a final verdict on its robustness is still pending. To contribute to this ongoing debate, we conducted a week-long randomized control trial with N = 381 adult Instagram users recruited via Prolific. Specifically, we tested how active SNS use, operationalized as picture postings on Instagram, affects different dimensions of well-being. The results depicted a positive effect on users' positive affect but null findings for other well-being outcomes. The findings broadly align with the recent criticism against the active use hypothesis and support the call for a more nuanced view on the impact of SNSs. <br /> Lay Summary Active use of social networking sites (SNSs) has long been assumed to benefit users' well-being. However, this established assumption is increasingly being challenged, with scholars criticizing its lack of empirical support and the imprecise conceptualization of active use. Nevertheless, with great diversity among conducted studies on the hypothesis and a lack of causal evidence, a final verdict on its viability is still pending. To contribute to this ongoing debate, we conducted a week-long experimental investigation with 381 adult Instagram users. Specifically, we tested how posting pictures on Instagram affects different aspects of well-being. The results of this study depicted a positive effect of posting Instagram pictures on users' experienced positive emotions but no effects on other aspects of well-being. The findings broadly align with the recent criticism against the active use hypothesis and support the call for a more nuanced view on the impact of SNSs on users.
The Student Learning Ecology
(2015)
Educational research on social media has showed that
students use it for socialisation, personal communication, and informal
learning. Recent studies have argued that students to some degree use
social media to carry out formal schoolwork. This article gives an
explorative account on how a small sample of Norwegian high school
students use social media to self-organise formal schoolwork. This
user pattern can be called a “student learning ecology”, which is a
user perspective on how participating students gain access to learning
resources.