Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment (“data from the classroom”), and 2) n = 3552 participants on the internet (“data in the wild”). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning.

中文翻译：

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在青少年社交媒体素养的体验式学习干预中检查学习者的参与模式和知识成果


社交媒体已成为年轻人日常生活中不可或缺的一部分。尽管它带来了许多好处，例如创造性的自我表达以及社会联系和支持的机会，但研究表明，接触网络欺凌、错误信息和虚假信息、网络钓鱼和诈骗对青少年的心理健康和长期发展构成巨大风险。不乏旨在教授青少年媒体素养的教育项目，但很少有项目提供体验式学习环境来支持青少年社交媒体素养的发展。在这种环境中，青少年学习者的参与模式和学习成果仍然未知。本研究旨在通过研究学习者的参与模式如何在体现体验式学习核心组成部分的模拟环境中预测学习成果（社交媒体素养）来填补这一空白。收集了两种类型的数据：1) n = 150 名受控环境中的青少年参与者（“课堂数据”），2) n = 3552 名互联网参与者（“野外数据”）。研究结果揭示了学习者在体验式学习的不同阶段的参与模式（例如，花费的时间、行动的完成率等），并强调了主动参与（采取推荐的行动而不是被动地观看课程内容）对于预测更好的学习的重要性结果。这项研究有助于理解学习者在体验式学习环境中的参与模式与其在社交媒体素养中的知识成果之间的关系，并为改进教学设计以增强体验式学习提供实际意义。