Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning

Jon-Chao HONG, Ming-Yueh HWANG, Sing Ying Elson SZETO, Chi-Ruei TSAI, Yen-Chun KUO, Wei-Yeh HSU

Research output: Contribution to journalArticles

33 Citations (Scopus)

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. Copyright © 2015 Elsevier Ltd.
Original languageEnglish
Pages (from-to)214-222
JournalComputers in Human Behavior
Volume55
Issue numberPart A
Early online dateSep 2015
DOIs
Publication statusPublished - Feb 2016

Citation

Hong, J.-C., Hwang, M.-Y., Szeto, E., Tsai, C.-R., Kuo, Y.-C., & Hsu, W.-Y. (2016). Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. Computers in Human Behavior, 55(A), 214-222. doi: 10.1016/j.chb.2015.09.010

Keywords

  • Learning interest
  • Social media
  • Self-efficacy
  • Internet cognitive failure
  • Self-directed learning

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