Reimagining learning and social interaction: the dual impact of short video platforms on university students in the post-COVID-19 digital society

• In Event: Transnational Perspectives on Higher Education: Examining Institutional Mission, Equity, Strategy, and Societal Relevance

Proposal

In the rapidly evolving landscape of digital society, technological innovations are reshaping not only communication but also the very fabric of daily life. Among these innovations, short video platforms have emerged as a pervasive and influential medium, particularly among young people. Unlike traditional online platforms, short videos represent a new lifestyle and significantly alter social behaviors and interactions. As these platforms grow in popularity, especially in the wake of the COVID-19 pandemic, they are increasingly becoming a focal point of both concern and opportunity within educational contexts.
This study investigates the dual impact of short video platforms on university students, focusing on their role in mediating social interactions and their potential to contribute to internet addiction. This paper explores the complex relationship between short video addiction and social contact among students at the University of Macau (N=333), employing an innovative sampling method to capture the nuances of social behavior in the post-pandemic era. The study is grounded in the traditional concept of social contact, which is deconstructed into two distinct components: online social interactions facilitated by short video platforms and offline social activities. This approach allows for a more comprehensive analysis of how these two forms of social engagement interact and influence one another.
Using a combination of questionnaire analysis via Structural Equation Modeling (SEM) and in-depth qualitative interviews, the research uncovers significant findings regarding the impact of short video use on students' social lives and mental health. According to the results of structural equation modeling, when Social Connections, Social Activity Participation, and Short Video Usage are simultaneously existed and influenced, social connections have a significant positive relationship with addictive behavior of short video among college students (β = 1.505), that is, the increase of students social connections will promote college students' use of short videos and facilitate addictive behavior of short videos. In contrast, the degree of social activity participation has a significant negative relationship with short video use (β = -1.428), indicating that more social activity participation will reduce college students' investment in short videos, consistent with previous studies' findings. Notably, there was a significant positive relationship between the use of short videos and social connections (β = 0.429, Z = 8.280, P < 0.001), demonstrating that the use of short videos does have a positive effect on the increase of social connections among college students in the post-epidemic era. And social anxiety has a direct positive effect on social stress (β = 0.706, Z = 4.126, P < 0.001). Over-reliance on short videos can lead to lack of social contact, and the fear of being socially rejected and the unfulfilled need to stay in constant contact with others further lead to social stress, where people need to check and stay informed about social topics in a timely manner. The presentation of this positive relationship also indicates the influence of psychological factors on adolescents' Internet addiction, especially on short video viewing.
Further exploration through qualitative interviews sheds light on the underlying mechanisms of this relationship. The immersive and highly engaging nature of short video content often blurs the line between online and offline social interactions, leading to a gradual increase in social anxiety among users. The interviews reveal that students who are heavily engaged in short video platforms may experience heightened levels of social anxiety, which in turn drives further use of these platforms as a coping mechanism. This creates a feedback loop where digital dependency and social anxiety reinforce each other, potentially leading to long-term mental health issues. This creates a feedback loop where digital dependency and social anxiety reinforce each other, potentially leading to long-term mental health issues. The outbreak of the COVID-19 pandemic served as a catalyst for the accelerated adoption of digital technologies, with short video platforms emerging as a primary means of social connection during periods of physical isolation. The implications of these findings are significant, particularly in the context of education. As digital technologies become increasingly integrated into daily life, educators must be aware of both the opportunities and risks associated with their use. While short video platforms offer new avenues for learning and engagement, their potential to exacerbate social anxiety and digital addiction cannot be overlooked. This study highlights the need for a balanced approach to the integration of digital technologies in education, one that considers the mental health and well-being of students.
In the context of education, these concerns are twofold. On one hand, the addictive nature of short video platforms poses significant challenges, particularly for educators who must address the potential negative impacts on students’ well-being. On the other hand, the paper explores the potential of short videos as a medium for educational content delivery. The fragmented yet engaging nature of short videos offers a new avenue for knowledge dissemination, presenting educators with an opportunity to leverage these platforms for instructional purposes. The research highlights how short videos, with their ability to deliver concise and accessible content, could be harnessed as a powerful tool in educational settings, providing a bridge between traditional teaching methods and the digital habits of 21st-century learners.
The findings underscore the importance of a balanced approach to integrating digital technologies into education. While the risks associated with short video addiction are evident, their potential as a medium for learning and engagement cannot be overlooked. Educators are thus challenged to both mitigate the negative impacts and embrace the opportunities presented by these platforms. The paper concludes by advocating for a dual strategy: on one hand, implementing safeguards and awareness programs to address the risks of short video use among students; on the other, exploring innovative ways to incorporate short video content into educational curricula to enhance learning experiences in the digital age. Hence, the paper emphasizes the importance of fostering digital literacy and responsible technology use among students. By equipping learners with the skills to navigate the digital world effectively, educators can help mitigate the risks associated with short video platforms while also harnessing their potential as educational tools.

Authors

• Yifei Wang, Columbia University Teacher college

• YOURONG YAO, University of Macau

• Kaiqing She