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Learning through Social Media : A Survey




Abstract— This survey is based on how to make utilize the social media
into a Game-based learning and with the help of various applications instead of
affecting students by using social media discussed related based on the active
learning, with the main purpose of triggering learners’ motives instead of
instructing the courses. Thus, increasing learning motive by game-based
learning becomes a common instructional strategy to enhance learning
achievement. However, it is not easy to design interesting games combined with
courses. However, in the past game-based learning, students were gathered in
regular places for several times of game-based learning. Students learning was
limited by time and space. Therefore, for students’ game-based learning at any
time and in any places, based on theories of design elements of online
community game with the help of social media. Questionnaire survey is conducted
to find out if the design of non-single user game is attractive for students to
participate in game-based learning. In order to make sure that the
questionnaires can be the criteria to investigate students intention to play
games, by statistical program of social science; this study validates
reliability and validity of items of questionnaire to effectively control the
effect of online community games on students learning intention.

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Keywords—Social Network game, game-based Learning


1.    Introduction


Game-based learning has been proven to be a kind of learning method that
allows students to organize knowledge through the game content in the game
process and in turn elevate learning motivation 1.




Compared to traditional education in which students
passively receive knowledge,


game-based learning allows students to actively participate in game
activities 2, which not only strengthens but also maintains student learning
motivation, making them willing to spend time on learning 3. However, in view
of the fact that it is not easy to design a system that combines game elements
and course content, Echeverria proposed the design method for course knowledge
systems, combining game elements and course knowledge. The fictional story of
the story or the interaction with fictional characters corresponds to suitable
course content, in turn combining the course and the game 4. However, since
traditional game-based learning tends to cause temporal and spatial constraints
for students, in order to break through these constraints, so that students can
conduct game based learning at any time and place, this study uses Aki
Järvinen’s theory of social network game design elements as the basis to create
the game in Facebook 5. Other than using the 2006 feature of Facebook that
permits third party development of apps, at the same time the development of
social network games is relatively simpler than traditional video games, as
well as faster and cheaper. Facebook provides a platform for students to learn
as they socialize, and this is used to explore the activity process of students
in social network games, further using questionnaires to explore whether the
design of social network games can attract students to conduct game-based
learning. In order to understand the gaming intentions of students, this study
also uses SPSS to conduct reliability and validity testing on questionnaire
questions, in hopes of


understanding how social network games affect the learning




2.   Methodology Used

























Fig 1. Different ideas to utilize social networks


2.1 Social Media Usage Agreement
Social Media Terms and Conditions

Students are expected to act
safely by keeping personal information out of their posts.


Students agree not to use their
family name, password, school name and location, or any other information that
could enable someone to locate and contact them.


Students are to use social media
as an academic resource only and therefore behave as in the classroom.


•  Students should not respond to comments that make them uncomfortable.
Instead, they should report these comments to the instructor immediately.

Study- A survey


Abstract-Social Learning Network (SLN)


In this paper, Abstract-Social Learning Network
(SLN) type of social network


implemented among students, instructors, and
modules of learning. It consists of the dynamics of learning behaviour over a
variety of graphs representing the relationships among the people and processes
involved in learning. Recent innovations in online education, including open
online courses at various scales, in flipped


classroom instruction, and in professional and
corporate training have presented interesting questions about SLN. Collecting,
analyzing, and leveraging data about SLN lead to potential answers to these questions,
with help from a convergence of modelling languages and design methods, such as
social network theory, science of learning, and education information
technology. This survey article overviews some of these topics, including
prediction, recommendation, and personalization, in this emergent research


3.2. MOOC


Advanced educational technologies are developing
rapidly and online MOOC courses are becoming more prevalent, creating an
enthusiasm for the


seemingly limitless data driven possibilities to
affect advances in learning and enhance the learning experience. For these
possibilities to unfold, the expertise and collaboration of many specialists
will be necessary to improve data collection, to foster the development of
better predictive models, and to assure models are interpretable and
actionable. The big data


collected from MOOCs needs to be bigger, not in its
height (number of students) but in its width—more meta-data and information on
learners’ cognitive and self-regulatory states needs to be collected in
addition to correctness and completion rates. This more detailed articulation
will help open up the black box approach to machine learning models where
prediction is the primary goal. Instead,


data-driven learner model
approach uses fine grain data that is conceived and developed from cognitive
principles to build explanatory models with practical implications to improve
student learning. Using data-driven models to develop and improve educational
materials is fundamentally different from the instructor-centred model. In
data-driven modelling, course development and improvement is based on
data-driven analysis of student difficulties and of the target expertise the
course is meant to produce; it is not based on instructor self-reflection as
found in purely instructor-centred models. To be sure, instructors can and
should contribute to interpreting data and making course redesign decisions,
but should ideally do so with support of cognitive psychology expertise. Course
improvement in data-driven modelling is also based on course-embedded in



instructional designs randomly assigned to students
in natural course listening to an instructor’s delivery of knowledge, but is
primarily about students’ learning by example, by doing and by explaining. In
addition to avoiding the pitfall of developing interactive activities that do
not provide enough useful data to reveal student thinking, MOOC developers and

miners must avoid potential pitfalls in the
analysis and use of data.


3.3. NPTEL


The basic objective of science and engineering
education in India is to devise and guide reforms that will transform India
into a strong and vibrant knowledge economy. In this context, the focus areas
for NPTEL project have been i) higher education,


professional education, iii)
distance education and iv) continuous and open learning, roughly in that order
of preference. Manpower requirement for trained engineers and technologists is
far more than the number of qualified graduates that Indian technical
institutions can provide currently. Among these, the number of institutions
having fully qualified and trained teachers in all disciplines being taught
forms a small fraction. A majority of teachers are young and inexperienced and
are undergraduate degree holders. Therefore, it is important for institutions
like IITs, IISc, NITs and other leading Universities in India to disseminate
teaching/learning content of high quality through all available media. NPTEL
would be among the foremost and an important step in this direction and will
use technology for dissemination. India needs many more teachers for effective
implementation of higher education in professional courses. Therefore, methods
for training young and inexperienced teachers to enable them carry out their
academic responsibilities effectively are a must. NPTEL contents can be used as
core curriculum content for training purposes. A large number of students who
are unable to attend scholarly institutions through NPTEL will have access to
quality content from them. All


those who are gainfully employed in industries and
all other walks of life and who require continuous training and updating their
knowledge can benefit from well-developed and peer-reviewed course contents by
the IITs and IISc.


3.4. Flipped Digital Classrooms


Flipped classroom is an instructional strategy and
a type of blended learning that reverses the traditional learning environment
by delivering instructional content, often online, outside of the classroom. It
moves activities, including those that may have


traditionally been considered homework, into the
classroom. In a flipped classroom, students watch online lectures, collaborate
in online discussions, or carry out research at home and engage in concepts in
the classroom with the guidance of a mentor.


In the traditional model of classroom instruction,
the teacher is typically the central focus of a lesson and the primary
disseminator of information during the class period. The teacher responds to
questions while students defer directly to the teacher for guidance and
feedback. In a classroom with a traditional style of instruction, individual
lessons may be focused on an explanation of content utilizing a lecture-style.
Student engagement in the traditional model may be limited to activities in
which students work independently or in small groups on an application task
designed by the teacher. Class discussions are typically centred on the
teacher, who controls the flow of the conversation.1 Typically, this pattern
of teaching also involves giving students the task of reading from a textbook
or practicing a

concept by working on a problem set, for example,
outside school.2


The flipped classroom intentionally shifts instruction to a learner-centred
model in which class time explores topics in greater depth and creates
meaningful learning opportunities, while educational technologies such as
online videos are used to ‘deliver content’ outside of the classroom. In a
flipped classroom, ‘content delivery’ may take a variety of forms. Often, video
lessons prepared by the teacher or third parties are used to deliver content,


although online collaborative discussions, digital
research, and text readings may be used.345


Flipped classrooms also redefine in-class activities.
In-class lessons accompanying flipped classroom may include activity learning
or more traditional homework problems, among other practices, to engage
students in the content. Class activities vary but may include: using math manipulative


and emerging mathematical technologies, in-depth laboratory


experiments, original document analysis, debate or
speech presentation, current event discussions, peer reviewing, project-based
learning, and


skill development or concept practice67 Because
these types of active learning allow for highly differentiated instruction,8
more time can be spent in class on higher-order thinking skills such as
problem-finding, collaboration, design and problem solving as students tackle
difficult problems, work in groups, research, and construct knowledge with the
help of their teacher and peers.9 Flipped classrooms have been implemented in
both schools and colleges and been


found to have varying differences in the method of implementation.10


3.5. Learning Management System


An LMS delivers and manages
instructional content, and typically handles student registration, online
course administration, and tracking, and assessment of student work.2 Some
LMSs help identify progress towards learning or training goals.3 Most LMSs
are web-based, to facilitate access. LMSs are often used by regulated
industries (e.g. financial services and biopharma) for compliance training.
Some LMS providers include “performance management systems”, which
encompass employee appraisals, competency management, skills-gap analysis,
succession planning, and multi-rater assessments (i.e., 360 degree reviews).
Some systems support competency-based learning. Though there are a wide variety
of terms for digital aids or platforms for education, such as course management
systems, virtual or managed learning platforms or systems, or computer-based
learning environment, the term learning management system has become the
ubiquitous term for products that help administer or deliver part or all of a course.


4.   Conclusion


Thus the social network has created a meth,
psychologically around the mindset of students, as emotionally by collaboration
and communication because of the growth and popularity. Our country has two set
of students, one side the well educated students and the other side uneducated
students. Despite the importance of education, the students’ emotions are
relatively little

theory-driven        empirical          research

available to address this new
type of


communication and interaction phenomena. In this
paper, we explored the factors that drive students to differentiate the
educated and


uneducated student’s mindset. Specifically, we conceptualized the use of
social networks as intentional social action and we examined the relative
impact of social influence, social presence, and the five key values from the
uses and gratification paradigm on We-Intention to use online social networks.
An empirical study of students mindset (n = 182) revealed that our intension is
to utilize social networks strongly that is determined by social presence.
Among the five values, social related factors had the most significant impact
on the intention to use. Implications for research and practice are discussed