Engagement
LMS vs social networks and EFL engagement
Open access · cc by · source: Europe PMC
Among Beijing university EFL students, engagement dimensions predicted educational-technology engagement, and LMS users reported higher engagement means than social-networking-system users.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Behavioral engagement predicts educational-technology engagement alongside cognitive and emotional facets in university EFL samples, and LMS users can report higher engagement means than social-networking-system users.
Evidence for the claim as stated.
Some studies treat behavioral engagement as an outcome of tool modality, while others treat it as a predictor of technology engagement — so direction of effect depends on the research question, not a single causal story.
Evidence for the claim as stated.
Emotional engagement can be the strongest predictor among engagement facets for educational-technology engagement in an EFL technology-tool comparison.
Evidence for the claim as stated.
Open questions
Tensions this paper is part of
From concept pages' “where studies disagree.” Disagreement means the same question; scope means different assays, populations, or outcomes.
Some studies treat behavioral engagement as an outcome of tool modality, while others treat it as a predictor of technology engagement — so direction of effect depends on the research question, not a single causal story.
Study at a glance
- Design
- Cross-sectional — Engagement questionnaire comparing LMS vs social-networking tools in EFL courses
- N
- N=268 · 268 Beijing university EFL undergraduates/graduates (173 LMS, 95 SNS preference)
- Population
- Beijing university students in compulsory EFL courses
- Outcome
- Educational-technology engagement predicted by engagement dimensions; LMS vs SNS mean differences
Structured fields used in claim comparison tables when every cited study has a complete layer.
Inspect source passages
LMS vs social networks and EFL engagement
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
268 undergraduates and graduates participated.
Participants are 268 undergraduates and graduates enrolling in EFL courses (College English, Advanced Oral English, Academic English) at a university in Beijing, China.
173 preferred LMS; 95 chose social networking systems.
The number of respondents who choose social networking systems is 95, while the number of LMS is 173
Key findings
Behavioral, cognitive, and emotional engagement correlated with and predicted educational-technology engagement (emotional engagement strongest). More students preferred LMS than SNS; LMS means were significantly higher across engagement aspects.
Methodology
268 undergraduates/graduates in compulsory EFL courses completed an engagement questionnaire comparing learning management systems and social networking systems (e.g., WeChat/QQ), analyzing correlations, regression, and independent-samples differences.
Limitations
Self-selected tool preference and cross-sectional ratings cannot prove that switching platforms causes higher engagement or achievement.
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