Furthermore, respondents also preferred to mainly manipulate text colours, frames, and colour blocks as a form of creative output. Subsequently, the visual cue analysis indicated overall positive emotions reflecting openness towards the experience, yet also reflected gender-based clique tendency with modest use of popular selfie gestures such as the “peace sign” and “chin shelf”. Emotions such as joy with analytical and confident tones were observed in their responses, further validating these outcomes. Respondents indicated positive experiences and reflected selfies as an engaging, effortless, and practical activity that improves classroom dynamics. Sentiment analyses (SAs) were conducted using Azure Machine Learning and International Business Machines (IBM) Tone Analyzer (TA) to validate the thematic analysis outcomes, whilst the visual analysis reflected cues of behaviour and creativity portrayed. Therefore, the authors seek to explore students' perceptions, emotions, and behaviour of using selfies for a classroom activity.Ī triangulated qualitative approach using thematic, sentiment, and selfie visual analysis was used to investigate selfie perception, behaviour and creativity on 203 undergraduates. However, not much has been investigated about selifie's pedagogical impact when used as an educational tool. Selfie is a popular self-expression platform to visually communicate and represent individual thoughts, beliefs, and creativity.
The limitations of the present study, particularly in terms of sampling and other issues that may influence online presentations, as well as the implications for future research on social media photographic displays are discussed.
However, there was a significant relation between some dimensions of narcissism and specific categories of selfies (e.g., vulnerable narcissism with physical appearance selfies). The hypothesized relations of narcissism and self-esteem with the posting of selfies independent of theme were not significant. Selfies were coded according to their frequency relative to participants’ nonselfie posts and their apparent themes (i.e., physical appearance, activity/event/location, affiliation with others, collage, other/undifferentiated). Participants were 128 undergraduate students (19 males, 109 females) ranging in age from 18 to 43 (M = 20.46, SD = 3.59). The present study examined the associations of narcissism and self-esteem with the posting of self-photographs (“selfies”) on a popular photo sharing social networking site (i.e., Instagram). The proliferation of social media in day-to-day life has raised numerous questions about how individuals present themselves in these arenas.
0 kommentar(er)
