Exposure to news, opinion and civic information increasingly occurs through social media. How do these online networks influence exposure to perspectives that cut across ideological lines? Using de-identified data, we examined how 10.1 million U.S. Facebook users interact with socially shared news. We directly measured ideological homophily in friend networks, and examine the extent to which heterogeneous friends could potentially expose individuals to cross-cutting content. We then quantified the extent to which individuals encounter comparatively more or less diverse content while interacting via Facebook’s algorithmically ranked News Feed, and further studied users’ choices to click through to ideologically discordant content. Compared to algorithmic ranking, individuals’ choices about what to consume had a stronger effect limiting exposure to cross-cutting content.

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Exposure to ideologically diverse news and opinion on Facebook

The spread of fake news on social media became a public concern in the United States after the 2016 presidential election. We examined exposure to and sharing of fake news by registered voters on Twitter and found that engagement with fake news sources was extremely concentrated. Only 1% of individuals accounted for 80% of fake news source exposures, and 0.1% accounted for nearly 80% of fake news sources shared. Individuals most likely to engage with fake news sources were conservative leaning, older, and highly engaged with political news. A cluster of fake news sources shared overlapping audiences on the extreme right, but for people across the political spectrum, most political news exposure still came from mainstream media outlets.

Fake news on Twitter during the 2016 U.S. presidential election.

A systematic review of the impact of the use of social networking sites on body image and disordered eating outcomes

Social media research

In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners' cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game-based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for...

/pdf/foundations-of-game-based-learning-2q72795nkx.pdf

Foundations of Game-Based Learning.

Over the past decade, Pew Research Center has documented the wide variety of ways in which Americans use social media to seek out information and interact with others. A majority of Americans now say they get news via social media, and half of the public has turned to these sites to learn about the 2016 presidential election. Americans are using social media in the context of work (whether to take a mental break on the job or to seek out employment), while also engaging in an ongoing effort to navigate the complex privacy issues that these sites bring to the forefront. In addition to measuring the broad impact and meaning of social media, since 2012 the Center has also tracked the specific sites and platforms that users turn to in the course of living their social lives online. In that context, a national survey of 1,520 adults conducted March 7-April 4, 2016, finds that Facebook continues to be America’s most popular social networking platform by a substantial margin: Nearly eight-in-ten online Americans (79%) now use Facebook, more than double the share that uses Twitter (24%), Pinterest (31%), Instagram (32%) or LinkedIn (29%). On a total population basis (accounting for Americans who do not use the internet at all), that means that 68% of all U.S. adults are Facebook users, while 28% use Instagram, 26% use Pinterest, 25% use LinkedIn and 21% use Twitter.

Social Media Update 2016

Summary of Findings This report explores the new contours of friendship in the digital age. It covers the results of a national survey of teens ages 13 to 17; throughout the report, the word “teens” refers to those in that age bracket, unless otherwise specified. The survey was conducted online from Sept. 25 through Oct. 9, 2014, and Feb. 10 through March 16, 2015, and 16 online and in-person focus groups with teens were conducted in April 2014 and November 2014. For today’s teens, friendships can start digitally: 57% of teens have met a new friend online. Social media and online gameplay are the most common digital venues for meeting friends. For American teens, making friends isn’t just confined to the school yard, playing field or neighborhood – many are making new friends online. Fully 57% of teens ages 13 to 17 have made a new friend online, with 29% of teens indicating that they have made more than five new friends in online venues. Most of these friendships stay in the digital space; only 20% of all teens have met an online friend in person. Boys are more likely than girls to make online friends: 61% of boys compared to 52% of girls have done so. Older teens are also more likely than younger teens to make online friends. Some 60% of teens ages 15 to 17 have met a friend online, compared with 51% of 13- to 14- year-olds.

Teens, technology and friendships

53% of Americans Say the Internet Has Been Essential during the COVID-19 Outbreak: Americans with Lower Incomes Are Particularly Likely to Have Concerns Related to the Digital Divide and the Digital "Homework Gap".

Andrew Perrin

Papers

Social Media Update 2016

Teens, technology and friendships

53% of Americans Say the Internet Has Been Essential during the COVID-19 Outbreak: Americans with Lower Incomes Are Particularly Likely to Have Concerns Related to the Digital Divide and the Digital "Homework Gap".