Research On The Influence Of Instant Messaging Tools-Based Classroom Instruction On College Students' Learning Outcomes

The instant messaging tool is a type of online communication tool that can communicate in real-time.In recent years,many educational scholars have researched this type of tool.Commonly used instant messaging tools at home and abroad include WeChat,QQ,Micro teaching assistant,Skype,WhatsApp,LINE,etc.During the COVID-19 pandemic,many schools in China were unable to open as planned due to the pandemic.Under this situation,the Ministry of Education of P.R.China advocates "Disrupted Classes,Undisrupted Learning" and the implementation of online teaching,which greatly guarantees the right of students to continue to receive an education.Although online teaching solves the education problem of students,it cannot completely solve the problem of real-time interaction between teachers and students.The use of social tools such as WeChat,QQ,and other instant messaging tools has largely solved this problem.Although the application of instant messaging tools in education has been widely concerned,it's found that there is still no clear conclusion on the effectiveness of instant messaging tools in improving the teaching effect.Therefore,to verify the impact of instant messaging-based classroom instruction on the learning outcome of college students as a whole,this study adopts a variety of methods such as meta-analysis,literature review,and questionnaire survey through study design,to explore the impact of instant messaging-based classroom instruction on student learning from the three aspects of cognition,affection,and skill.First,the meta-analysis method is used to compare and analyze the results of instant messaging-based classroom instruction and traditional classroom instruction,and to determine the overall impact of instant messaging-based classroom instruction on the cognitive learning outcomes of college students.Seven potential moderator variables were extracted for subgroup analysis to identify the variables that have a significant moderating effect on the cognitive learning outcomes of college students.Secondly,a systematic search is conducted on eight databases.The fastText classification algorithm is used to classify the literature on affective development and skill cultivation,and the literature research method is used to conduct specific analyses to determine the overall impact of instant messaging-based classroom instruction on the affective development and skill cultivation of college students.Finally,this study analyzes the results of meta-analysis and literature research review,determines the factors that need to be discussed,and designs related dimensional questions on the "Questionnaire Star" platform through the questionnaire survey method and organizes them into questionnaires.This study selected students from a university in a city,a central province of China as the research object.Exploratory factor analysis of the collected data is carried out in SPSS 22.0 software,and the questions raised are discussed.According to the analysis results,targeted suggestions are put forward for improving the learning effectiveness of college students' instant messaging-based classroom instruction.The results of the meta-analysis show that,on the whole,the effect of instant messaging-based classroom instruction is significantly better than traditional classroom instruction,and it has a better effect on improving the cognitive learning of college students.It is found that the two moderator variables of study design and instructor equivalence have significant differences in the heterogeneity test results.The more rigorous the research design,the higher the amount of effect size;the teaching effect of the same teacher is better than that of different teachers.The literature research review found that instant messaging-based classroom instruction has a positive impact on the affective development and skill cultivation of college students as a whole.It promotes the improvement of students'learning interest,learning motivation,learning attitude,and other affective aspects,and cultivates students' self-learning skills,teamwork skills,critical thinking skills,and other skills.But there are also negative and undifferentiated effects.A few studies have shown that instant messaging-based classroom instruction does not affect the affective engagement of college students;it is not particularly satisfied with knowledge expression and teacher-student interaction;learning motivations decrease with the lengthening of teaching time;college students have no attitude towards bad information,and lose the spirit of inquiry and critical thinking skills;there is no significant difference between the self-learning skills of college students in instant messaging-based classroom instruction and traditional classroom instruction.The questionnaire survey found that,in general,most students believe that the use of instant messaging tools promoted their cognitive,affective,and skill development.Students are willing to share resources and experience on the instant messaging tools to help them enrich their professional knowledge,broaden their knowledge fields,and promote the improvement of learning outcomes.Based on the results of meta-analysis,literature research,and questionnaire survey,this study puts forward some suggestions for teachers who will use instant messaging tools for classroom instruction in the future:diversify the design of learning content to improve students'interest in learning and promote the development of students' affective learning outcomes;teachers should take time to interact with students to maintain students enthusiasm for learning;avoid college students from indulging in instant messaging tools and distract their study attention.