Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. (February 2016)

• Record Type: Journal Article
• Authors: Hong, Jon-Chao; Hwang, Ming-Yueh; Szeto, Elson; Tsai, Chi-Ruei; Kuo, Yen-Chun; Hsu, Wei-Yeh
• Is Part Of: Computers in human behavior. Volume 55: Part A(2016)
• Page Start: 214
• Page End: 222
• Publication Date: 2016-02
• Subjects: Social media -- Self-efficacy -- Internet cognitive failure -- Self-directed learning -- Learning interest; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2015.09.010
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: Social media has been postulated as a convenient online resource tool for learning. To understand the usefulness of social media, the present study focused on "Guitar Class of Uncle Ma", one of YouTube's most popular guitar learning channels in Taiwan, as a self-directed learning tool. Drawing upon a cognitive-affective theory of learning with media (CATLM), learners have the ability to control the pace of learning through YouTube by repeating playback, rewinding or fast forwarding the video. This study used expectation confirmation theory and structural equation modeling to explore the relationship between affective and cognitive factors in learning with social media. Using convenience sampling, data from 117 users were collected and the results showed Internet cognitive failure (ICF) was negatively correlated to self-efficacy and learning interest in using "Guitar Class of Uncle Ma" for learning guitar skills. However, self-efficacy and learning interest was positively correlated to learning satisfaction. The results suggest that "Guitar Class of Uncle Ma" is a beneficial self-directed learning tool for learners with low levels of Internet cognitive failure and high levels of self-efficacy and learning interest when learning how to play guitar using YouTube. Highlights: CATLM was adapted to study guitar learning via YouTube. Internet cognitive failure negatively correlated to learner's self-efficacy. Internet cognitive failure negatively correlated to learning interest. Self-efficacy and learning interest positively correlated to learning satisfaction.