The educational role of mobile instant messaging. Findings from a systematic review
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Abstract
While the ubiquity and usage of Mobile Instant Messaging (MIM) applications such as WhatsApp has recorded
unprecedented growth, their role for teaching and learning remains unclear. To address this gap, this paper
systematically reviews empirical studies by examining the educational effects, designs, tools and settings of
MIM. For this purpose the databases of PsycINFO, ERIC, Ovid MEDLINE, Web of Science and Google Scholar were systematically searched. Thematic analysis was adopted to analyze and synthesize qualitative data. Findings suggest that MIM is primarily used as group learning platform to enhance pre-existing education formats in a wide range of subjects. The use of MIM in education settings augments the transactional roles of students and requires learners and educators to balance the social and cognitive dimensions of interactional engagement.
Keywords: mobile instant messaging, systematic review, educational technology, mobile learning
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