College Students’ Engagement with GroupMe: An Examination of Usage Patterns
Disciplines
Psychology
Abstract (300 words maximum)
GroupMe is a mobile instant messaging platform that allows students to communicate with each other outside the classroom in a way that is familiar and comfortable (Lauricella & Kay, 2013). Although prior research has examined how the inclusion of instant messaging can support student learning (e.g., Tang & Foon Hew, 2022), little is known about students’ organic use of the platform. This study examines students’ use of GroupMe in higher education. Specifically, we sought to identify general frequency, as well as situational factors and individual differences (i.e., big five, loneliness, need for drama, and connectedness) that might influence usage. Participants are undergraduate students from Kennesaw State University. They completed a questionnaire consisting of a survey on GroupMe usage, media and technology usage and attitudes, personality (i.e., Big Five, loneliness, need for drama) and campus connectedness subscale. Data are currently being analyzed. In addition to exploring general trends in the data, we expect that extraversion, need for drama, and social media usage will be positively related to student GroupMe usage. Understanding students’ GroupMe usage may help professors identify areas of change needed to support student success.
Academic department under which the project should be listed
RCHSS - Psychological Science
Primary Investigator (PI) Name
Jennifer Willard
College Students’ Engagement with GroupMe: An Examination of Usage Patterns
GroupMe is a mobile instant messaging platform that allows students to communicate with each other outside the classroom in a way that is familiar and comfortable (Lauricella & Kay, 2013). Although prior research has examined how the inclusion of instant messaging can support student learning (e.g., Tang & Foon Hew, 2022), little is known about students’ organic use of the platform. This study examines students’ use of GroupMe in higher education. Specifically, we sought to identify general frequency, as well as situational factors and individual differences (i.e., big five, loneliness, need for drama, and connectedness) that might influence usage. Participants are undergraduate students from Kennesaw State University. They completed a questionnaire consisting of a survey on GroupMe usage, media and technology usage and attitudes, personality (i.e., Big Five, loneliness, need for drama) and campus connectedness subscale. Data are currently being analyzed. In addition to exploring general trends in the data, we expect that extraversion, need for drama, and social media usage will be positively related to student GroupMe usage. Understanding students’ GroupMe usage may help professors identify areas of change needed to support student success.