What drives science media use? Predictors of media use for information about science and research in digital information environments

Assessing Mechanisms Underlying the Sharing of Official and Unofficial Information during a Pandemic

The COVID-19 disease outbreak has seen mixed information flows comprising top-down communication from health authorities to the public and citizen-to-citizen communication. This study aimed to identify mechanisms underlying the sharing of official versus unofficial information during the outbreak. Survey findings based on a nationally representative U.S. sample (N = 856) showed that individuals' predispositions affected their information consumption and affective experiences, leading to distinct types of information-sharing behaviors. While anger toward the U.S. government's outbreak response was directly associated with unofficial information sharing, anxiety was directly associated with official information sharing. These findings enhance our understanding of the propagation of different kinds of pandemic information and provide implications for public education on information verification based on source authoritativeness.

Exploring the adoption of social media in self-paced physical activity in early childhood education: a case in central China

Social media web 2.0 technologies can be adopted as an inclusive method to assist children in enhancing their quality of education for the Sustainable Development Goals (e.g. SDGs 4 and 17). Social media technologies have been documented as low-cost, synchronous, and convenient methods to assist young children, parents, and early childhood (EC) teachers in communication and collaboration. However, few researchers have explored the potential usage of social media tools in enhancing children's physical activities in the early years, particularly during the pandemic period. This article uses the example of WeChat Sports, one of the most famous children's games supported by social media web 2.0, to explore the benefits, challenges, and potentialities of using them in ECE. This research uses semi-structured interviews to gain a deeper understanding of the attitudes and perspectives of EC teachers and parents on the potential usage of social media technologies in supporting children's physical activities. The results reveal that most participants had a good understanding of using scientific methods to assist children's physical development, however, they expressed concerns on children's health, privacy, and formal learning in terms of overexposure to social media technologies. Suggestions and implications are also provided for both social media application developers and educators in future research studies.

Interactions between emotional and cognitive engagement with science on YouTube

This study aimed to map and characterize public engagement with science on YouTube. A two-part study was conducted. First, we collected and quantitatively analyzed trending videos on YouTube to evaluate the magnitude of public interaction with science content. Then, we assessed actual, rather than self-reports of, media interactions with science-related YouTube trending videos. We tested associations between behavioral engagement of viewing, liking, disliking or commenting, and emotional and cognitive engagement. Our findings affirm that science content attracts high public interest and that emotional and cognitive engagement with science on social media are distinct, but interrelated. We show that regardless of the valence of emotional engagement, emotion is linked to greater behavioral engagement of posting comments and to greater cognitive engagement of argumentative deliberation. Therefore, our findings suggest that social media interactions, which tend to evoke emotional responses, are a promising means of advancing person-to-person engagement with science.