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Institution

Lock Haven University of Pennsylvania

EducationLock Haven, Pennsylvania, United States
About: Lock Haven University of Pennsylvania is a education organization based out in Lock Haven, Pennsylvania, United States. It is known for research contribution in the topics: Exercise intensity & Mental health. The organization has 192 authors who have published 308 publications receiving 14531 citations. The organization is also known as: LHU & LHUP.


Papers
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Journal ArticleDOI
28 Aug 2015-Science
TL;DR: A large-scale assessment suggests that experimental reproducibility in psychology leaves a lot to be desired, and correlational tests suggest that replication success was better predicted by the strength of original evidence than by characteristics of the original and replication teams.
Abstract: Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available. Replication effects were half the magnitude of original effects, representing a substantial decline. Ninety-seven percent of original studies had statistically significant results. Thirty-six percent of replications had statistically significant results; 47% of original effect sizes were in the 95% confidence interval of the replication effect size; 39% of effects were subjectively rated to have replicated the original result; and if no bias in original results is assumed, combining original and replication results left 68% with statistically significant effects. Correlational tests suggest that replication success was better predicted by the strength of original evidence than by characteristics of the original and replication teams.

5,532 citations

Journal ArticleDOI
TL;DR: Experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role is provided.
Abstract: Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.

1,425 citations

Journal ArticleDOI
TL;DR: Results indicate that Facebook use was significantly negatively predictive of engagement scale score and positively predictive of time spent in co-curricular activities, and some Facebook activities were positively predicting of the dependent variables, while others were negatively predictive.
Abstract: Educators and others are interested in the effects of social media on college students, with a specific focus on the most popular social media website-Facebook. Two previous studies have examined the relationship between Facebook use and student engagement, a construct related to positive college outcomes. However, these studies were limited by their evaluation of Facebook usage and how they measured engagement. This paper fills a gap in the literature by using a large sample (N = 2368) of college students to examine the relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Student engagement was measured in three ways: a 19-item scale based on the National Survey of Student Engagement, time spent preparing for class, and time spent in co-curricular activities. Results indicate that Facebook use was significantly negatively predictive of engagement scale score and positively predictive of time spent in co-curricular activities. Additionally, some Facebook activities were positively predictive of the dependent variables, while others were negatively predictive.

1,069 citations

Journal ArticleDOI
TL;DR: Using a large sample of college students to examine the relationship among multiple measures of frequency of Facebook use, participation in Facebook activities, and time spent preparing for class and actual overall GPA revealed that time spent on Facebook was strongly and significantly negatively related to overall GPA.

726 citations

Journal ArticleDOI
TL;DR: It was found that students reported spending a large amount of time using ICTs on a daily basis, and Hierarchical (blocked) linear regression analyses revealed that using Facebook and texting while doing schoolwork were negatively associated with overall college GPA.
Abstract: The proliferation and ease of access to information and communication technologies (ICTs) such as Facebook, text messaging, and instant messaging has resulted in ICT users being presented with more real-time streaming data than ever before. Unfortunately, this has also resulted in individuals increasingly engaging in multitasking as an information management strategy. The purpose of this study was to examine how college students multitask with ICTs and to determine the impacts of this multitasking on their college grade point average (GPA). Using web survey data from a large sample of college students at one university (N=1839), we found that students reported spending a large amount of time using ICTs on a daily basis. Students reported frequently searching for content not related to courses, using Facebook, emailing, talking on their cell phones, and texting while doing schoolwork. Hierarchical (blocked) linear regression analyses revealed that using Facebook and texting while doing schoolwork were negatively associated with overall college GPA. Engaging in Facebook use or texting while trying to complete schoolwork may tax students' capacity for cognitive processing and preclude deeper learning. Our research indicates that the type and purpose of ICT use matters in terms of the educational impacts of multitasking.

653 citations


Authors

Showing all 203 results

NameH-indexPapersCitations
Xiaojun Wang5733111183
Gianluigi Veglia512117417
Darrin M. York4718933837
Mark A. Cohen4517611219
Bridgette A. Barry351394652
Mira Josowicz331155286
John Nauright201281781
Fernando Porcelli20511370
Reynol Junco18285560
Donald E. Woodhouse18212002
Marian Tzolov17641603
Heather A. Bechtold1523754
Eran Fisher1130559
Kevin Range1013552
Curt B. Dixon1032849
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
20237
20225
202118
202031
201911
201811