HIGHLIGHTS
SUMMARY
This research explores how short-video problematic use affects students` academic engagement and effective learning. Effective learning requires students to be actively engaged in learning activities through which they internalize what they have learned and are able to absorb and reflect on their learning experiences. Five research hypotheses were proposed to examine the associations between short-video problematic use, the three types of learning engagement, and perceived learning ineffectiveness. This indicates that student respondents are less likely to have short-video problematic use; the mean of students` behavioral engagement is 3.53, the mean . . .
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