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Snapchat</title> <meta name="description" content="Search results for: Snapchat"> <meta name="keywords" content="Snapchat"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Snapchat"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Snapchat</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> The New Face of TV: An Exploratory Study on the Effects of Snapchat on TV Ratings in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bashaiar%20Alsanaa">Bashaiar Alsanaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of new forms of media has always led to a change in the way existing media deliver content. No medium has been replaced by another yet over the course of history. Whether this fact changes with the introduction of new age technology and social media remains to be seen. Snapchat may be the first application, to seriously challenge TV. It is perhaps the new face of television. The individualistic nature of Snapchat, whereby users control who, when, and in what order to watch, assesses user freedom from traditional broadcasters’ control. This study aims to fill the void in research conducted around such topic. The research explores how Snapchat maybe slowly but replacing TV. The study surveys users in Kuwait in order to present an overview of the topic. It also draws a framework through which implications and suggestions for future research may be discussed to better serve the advancement of media research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuwait" title="Kuwait">Kuwait</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=Snapchat" title=" Snapchat"> Snapchat</a>, <a href="https://publications.waset.org/abstracts/search?q=television" title=" television"> television</a> </p> <a href="https://publications.waset.org/abstracts/69726/the-new-face-of-tv-an-exploratory-study-on-the-effects-of-snapchat-on-tv-ratings-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69726.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Snapchat’s Scanning Feature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reham%20Banwair">Reham Banwair</a>, <a href="https://publications.waset.org/abstracts/search?q=Lana%20Alshehri"> Lana Alshehri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Hadrawi"> Sara Hadrawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this project is to identify user satisfaction with the AI functions on Snapchat, in order to generate improvement proposals that allow its development within the app. To achieve this, a qualitative analysis was carried out through interviews to people who usually use the application, revealing their satisfaction or dissatisfaction with the usefulness of the AI. In addition, the background of the company and its introduction in these algorithms were analyzed. Furthermore, the characteristics of the three main functions of AI were explained: identify songs, solve mathematical problems, and recognize plants. As a result, it was obtained that 50% still do not know the characteristics of AI, 50% still believe song recognition is not always correct, 41.7% believe that math problems are usually accurate and 91.7% believes the plant detection tool is working properly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=scanning" title=" scanning"> scanning</a>, <a href="https://publications.waset.org/abstracts/search?q=Snapchat" title=" Snapchat"> Snapchat</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/151231/snapchats-scanning-feature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Social Media Use and Social Connectedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Torres">Jessica Torres</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20W.%20Sturges"> James W. Sturges</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This correlational study explored the potential relationship between social media use and social connectedness. College students (n = 190) were surveyed using the revised Social Connectedness Scale (SCS-R) and were asked about the number of hours they used social media platforms such as Instagram, TikTok, Twitter, Snapchat, and Facebook. We also developed and administered a 14-item Social Media Use Scale (SMUS) to measure potentially maladaptive social media use, such as use that likely interfered with other activities. The SMUS was found to have good inter-item consistency (Cronbach’s alpha = .92) and was significantly correlated with hours of use, r(182) = .622, p < .001. As expected, we found that the SCS-R scores were inversely related to total hours of social media use, r(182) = -.188 (p < .005). This suggested that lots of time allocated to online interactions is negatively associated with social connectedness in general. Interestingly, however, higher social connectedness scores were associated specifically with Snapchat use, r(28) = .210, p = .004. This may have to do with the specific nature of the Snapchat experience and perhaps its original use for one-to-one communication. The use of other social media platforms (Tiktok, Instagram, Twitter) was not related to better social connectedness scores. Although we failed to find that scores on our measure of problem use (the SMUS) were correlated with social connectedness, we are hopeful that the SMUS will be of use in identifying patterns of maladaptive social media use that may have an impact on other important outcome measures of adaptive functioning and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20functioning" title="adaptive functioning">adaptive functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20connectedness" title=" social connectedness"> social connectedness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20use" title=" social media use"> social media use</a> </p> <a href="https://publications.waset.org/abstracts/162616/social-media-use-and-social-connectedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Social Networks Global Impact on Protest Movements and Human Rights Activism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcya%20Burden">Marcya Burden</a>, <a href="https://publications.waset.org/abstracts/search?q=Savonna%20Greer"> Savonna Greer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the wake of social unrest around the world, protest movements have been captured like never before. As protest movements have evolved, so too have their visibility and sources of coverage. Long gone are the days of print media as our only glimpse into the action surrounding a protest. Now, with social networks such as Facebook, Instagram and Snapchat, we have access to real-time video footage of protest movements and human rights activism that can reach millions of people within seconds. This research paper investigated various social media network platforms’ statistical usage data in the areas of human rights activism and protest movements, paralleling with other past forms of media coverage. This research demonstrates that social networks are extremely important to protest movements and human rights activism. With over 2.9 billion users across social media networks globally, these platforms are the heart of most recent protests and human rights activism. This research shows the paradigm shift from the Selma March of 1965 to the more recent protests of Ferguson in 2014, Ni Una Menos in 2015, and End Sars in 2018. The research findings demonstrate that today, almost anyone may use their social networks to protest movement leaders and human rights activists. From a student to an 80-year-old professor, the possibility of reaching billions of people all over the world is limitless. Findings show that 82% of the world’s internet population is on social networks 1 in every 5 minutes. Over 65% of Americans believe social media highlights important issues. Thus, there is no need to have a formalized group of people or even be known online. A person simply needs to be engaged on their respective social media networks (Facebook, Twitter, Instagram, Snapchat) regarding any cause they are passionate about. Information may be exchanged in real time around the world and a successful protest can begin. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activism" title="activism">activism</a>, <a href="https://publications.waset.org/abstracts/search?q=protests" title=" protests"> protests</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=networks" title=" networks"> networks</a> </p> <a href="https://publications.waset.org/abstracts/160004/social-networks-global-impact-on-protest-movements-and-human-rights-activism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Understanding the Impact of Ephemerality and Mobility on Social Media News: A Content Analysis of News on Snapchat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chelsea%20Peterson-Salahuddin">Chelsea Peterson-Salahuddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past decade, news outlets have increasingly used social media as a means to create and distribute news content to audiences. Ephemerality, the transitory nature of media, and mobility, media viewing on mobile technologies, are two increasingly salient attributes of social media content; yet little is known about how these features influence news selection practices of news outlets when distributing news via social media. To account for this gap, this study examines the influences of ephemerality and mobility on social media news content on the social media application Snapchat, in order to understand how these qualities of digital media influence and shape news content. Findings from this study suggest that understandings of ephemerality and mobility play a key role in influencing social media news. This paper suggests that as these factors become increasingly salient in our dominant news viewing environments, being able to understand how they manifest themselves in online news reporting practices is critical for both scholars and practitioners of news as they aim to understand what 'newsworthiness' means in the current, digital age. Findings from this study also enhance our current understandings of how the technological affordances of online and digital media platforms play a key role in shaping the kinds being produced and what information is being prioritized and highlighted in our contemporary news media environment. This is especially important in our current era where new mediums and technologies for news dissemination are continuously arising, and reorienting our understandings of what is considered ‘news'. As a key site of mass communication, discourse, and stories highlighted in the news do critical work in defining culture and ideology. Thus, better understanding the contours of news in our contemporary moment is critical in understanding cultural norms and meaning-making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title="content analysis">content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=ephemerality" title=" ephemerality"> ephemerality</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20communication" title=" mobile communication"> mobile communication</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20news" title=" social media news"> social media news</a> </p> <a href="https://publications.waset.org/abstracts/109145/understanding-the-impact-of-ephemerality-and-mobility-on-social-media-news-a-content-analysis-of-news-on-snapchat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Anti-Social Media: Implications of Social Media in the Form of Stressors on Our Daily Lives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aimen%20Batool%20Bint-E-Rashid">Aimen Batool Bint-E-Rashid</a>, <a href="https://publications.waset.org/abstracts/search?q=Huma%20Irfan"> Huma Irfan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to investigate the role of social media (Snapchat, Facebook, Twitter, etc.) in our daily lives and its implication on our everyday routine in the form of stressors. The study has been validated by a social media survey with 150 social media users belonging to various age groups. The study explores how social media can make an individual anti-social in his or her life offline. To explain the phenomenon, we have proposed and evaluated a model based on social media usage and stressors including burnout and social overload. Results, through correlation and regression tests, have revealed that with increase in social media usage, social overload and burnout also increases. Evidence for the fact that excessive social media usage causes social overload and burnout has been provided in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=burnout" title="burnout">burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20exhaustion" title=" emotional exhaustion"> emotional exhaustion</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue" title=" fatigue"> fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=stressors" title=" stressors"> stressors</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20overload" title=" social overload"> social overload</a> </p> <a href="https://publications.waset.org/abstracts/96607/anti-social-media-implications-of-social-media-in-the-form-of-stressors-on-our-daily-lives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96607.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Virtual Life: Fashion, Expression, and Identity in the Digital World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Bourgeois">Elizabeth Bourgeois</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During social distancing, fashion and self-expression have been pushed further into virtual environments. In VR spaces, identities can be curated easily, untethered from the necessities of life and work. Personal styles reach a wider audience and follow new rules. Digital platforms leave some, but not all, 'real world' clothing constraints behind. Virtual aesthetics are set by the user and the software. Gen Z is a native user, applying face filters on Instagram and Snapchat and styling outfits and skins in apps like Gacha Life, Roblox, and Fortnite. These games cultivate space for community and personal style. Loosely tied to human forms, each app has physical aesthetics, with clear vernacular dress defining it. There are ecosystems of makers, consumers, and critics. Designer-modelers create original assets, brands, and luxury items. Fashion and beauty are ephemeral but always reflect the idealization of form and self. Online communities have already established new beauty ideals that impact live fashion trends. Fashion houses develop AR filters, gaming hairstyles challenge real-world colorists, and musicians perform virtual concerts in their avatar forms. In these times, social media and gaming communities promote the expression of public identity. The online dress is no longer tied to 'real' bodies or cloth. In virtual worlds, there are still tribes, status symbols, gender identities, and roles, but free of fabric, form, and static social structure, there is room for fantastic invention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=fashion" title=" fashion"> fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=Gen%20Z" title=" Gen Z"> Gen Z</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming" title=" gaming"> gaming</a> </p> <a href="https://publications.waset.org/abstracts/131478/virtual-life-fashion-expression-and-identity-in-the-digital-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> A Deleuzean Feminist Analysis of the Everyday, Gendered Performances of Teen Femininity: A Case Study on Snaps and Selfies in East London</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20Redmond">Christine Redmond</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper contributes to research on gendered, digital identities by exploring how selfies offer scope for disrupting and moving through gendered and racial ideals of feminine beauty. The selfie involves self-presentation, filters, captions, hashtags, online publishing, likes and more, constituting the relationship between subjectivity, practice and social use of selfies a complex process. Employing qualitative research methods on youth selfies in the UK, the author investigates interdisciplinary entangling between studies of social media and fields within gender, media and cultural studies, providing a material discursive treatment of the selfie as an embodied practice. Drawing on data collected from focus groups with teenage girls in East London, the study explores how girls experience and relate to selfies and snaps in their everyday lives. The author’s Deleuzean feminist approach suggests that bodies and selfies are not individual, disembodied entities between which there is a mediating inter-action. Instead, bodies and selfies are positioned as entangled to a point where it becomes unclear as to where a selfie ends and a body begins. Recognising selfies not just as images but as material and social assemblages opens up possibilities for unpacking the selfie in ways that move beyond the representational model in some studies of socially mediated digital images. The study reveals how the selfie functions to enable moments of empowerment within limiting, dominant ideologies of Euro-centrism, patriarchy and heteronormativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affect%20theory" title="affect theory">affect theory</a>, <a href="https://publications.waset.org/abstracts/search?q=femininity" title=" femininity"> femininity</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=heteronormativity" title=" heteronormativity"> heteronormativity</a>, <a href="https://publications.waset.org/abstracts/search?q=photography" title=" photography"> photography</a>, <a href="https://publications.waset.org/abstracts/search?q=selfie" title=" selfie"> selfie</a>, <a href="https://publications.waset.org/abstracts/search?q=snapchat" title=" snapchat"> snapchat</a> </p> <a href="https://publications.waset.org/abstracts/59656/a-deleuzean-feminist-analysis-of-the-everyday-gendered-performances-of-teen-femininity-a-case-study-on-snaps-and-selfies-in-east-london" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Social Media Impact on Professional and Profile Level of Dental Students in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliyaa%20Zaidan">Aliyaa Zaidan</a>, <a href="https://publications.waset.org/abstracts/search?q=Rayan%20Bahabri"> Rayan Bahabri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The twenty-first century revealed an accelerating change and intensifying complexity of communication technology. Online social networking engines have gained astounding recognition worldwide. The influence of those social media platforms on dentistry and dental students is not well established. Therefore, this study aimed to evaluate the impact of using social media on professional and profile level among dental students in Saudi Arabia. A cross-sectional study developed via online questionnaire concerning on social media usage and its effect on professional and profile level of dental students and dental interns from several universities in Saudi Arabia. A total of 296 dental students and dental interns in Saudi Arabia responded to the questionnaire. Ninety-eight percent of the participants usually use the social media on a regular basis. Most social media sites used among the participants were Snapchat, Instagram, and YouTube by 85%, 81%, 77% respectively. Forty-one percent of the participants agreed that using social media in the dental field is a necessity nowadays. Thirty-eight percent of participants agreed that using social media is an easy way to gain a reliable knowledge, while 43% agreed that social media will improve the quality of healthcare. Furthermore, 65% of the students deemed using social media for academic purposes will improve their performance. Fifty-five percent of the respondents often use social media tools to obtain information about subject or procedures related to the dental field. Regarding profile reputation of dental students, 40% of the respondents agreed that their profile information published on social networking websites, could be used by others to judge their level of professionalism. Male and female dental students both agreed that their reputation would be adversely affected by 37%,63%, respectively, if their social networking activity were viewed by members of the public. The discrepancy among student levels reveals that social media profile positively influence the acceptance to postgraduate programs (P= 0.01). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dental%20students" title="dental students">dental students</a>, <a href="https://publications.waset.org/abstracts/search?q=professional" title=" professional"> professional</a>, <a href="https://publications.waset.org/abstracts/search?q=reputation" title=" reputation"> reputation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/86898/social-media-impact-on-professional-and-profile-level-of-dental-students-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Social Media Consumption Habits within the Millennial Generation: A Comparison between U.S. And Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Didarul%20Islam%20Manik">Didarul Islam Manik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted to determine social media usage by the Millennial/young-adult generation in the U.S. and Bangladesh. It investigated what types of social media Millennials/young-adults use in their everyday lives; for what purpose they use social media; what are the significant differences between the two cultures in terms of social media use; and how the age of the respondents correlates with differences in social media use. Among the 409 respondents, 200 were selected from the University of South Dakota and 209 from the University of Dhaka, Bangladesh. The convenience sampling method was used to select the samples. A four-page questionnaire instrument was constructed with 19 closed-ended questions that collected 87 data points. The study considered the uses and gratifications and domestication of technology models as theoretical frameworks. The study found that the Millennials spend an average of 4.5 hours on the Internet daily. They spend an average of 134 minutes on social media every day. However, the U.S. Millennials spend more time (141 minutes) on social media than the Bangladeshis (127 minutes). The U.S. Millennials use various types of social media including Facebook, Twitter, YouTube, Instagram, Pinterest, SnapChat, Reddit, Imgur, etc. In contrast, Bangladeshis use Facebook, YouTube, and Google plus+. The Bangladeshis tended to spend more time on Facebook (107 minutes) than the Americans (57 minutes). The study found that the Millennials of the two countries use Facebook to fill their free time, acquire information, seek entertainment, and maintain existing relationships. However, Bangladeshis are more likely to use Facebook for the acquisition of information, entertainment, educational purposes, and connecting with the people closest to them. Millennials also use Twitter to fill their free time, acquire information, and for entertainment. The study found a statistically significant difference between female and male social media use. It also found a significant correlation between age and using Facebook for educational purposes; age and discussing and posting religious issues; and age and meeting with new people. There is also a correlation between age and the use of Twitter for spending time and seeking entertainment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=American%20study" title="American study">American study</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=millennial%20generation" title=" millennial generation"> millennial generation</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Asian%20studies" title=" South Asian studies "> South Asian studies </a> </p> <a href="https://publications.waset.org/abstracts/42775/social-media-consumption-habits-within-the-millennial-generation-a-comparison-between-us-and-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42775.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">234</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> The Use of Emerging Technologies in Higher Education Institutions: A Case of Nelson Mandela University, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayanda%20P.%20Deliwe">Ayanda P. Deliwe</a>, <a href="https://publications.waset.org/abstracts/search?q=Storm%20B.%20Watson"> Storm B. Watson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic has disrupted the established practices of higher education institutions (HEIs). Most higher education institutions worldwide had to shift from traditional face-to-face to online learning. The online environment and new online tools are disrupting the way in which higher education is presented. Furthermore, the structures of higher education institutions have been impacted by rapid advancements in information and communication technologies. Emerging technologies should not be viewed in a negative light because, as opposed to the traditional curriculum that worked to create productive and efficient researchers, emerging technologies encourage creativity and innovation. Therefore, using technology together with traditional means will enhance teaching and learning. Emerging technologies in higher education not only change the experience of students, lecturers, and the content, but it is also influencing the attraction and retention of students. Higher education institutions are under immense pressure because not only are they competing locally and nationally, but emerging technologies also expand the competition internationally. Emerging technologies have eliminated border barriers, allowing students to study in the country of their choice regardless of where they are in the world. Higher education institutions are becoming indifferent as technology is finding its way into the lecture room day by day. Academics need to utilise technology at their disposal if they want to get through to their students. Academics are now competing for students' attention with social media platforms such as WhatsApp, Snapchat, Instagram, Facebook, TikTok, and others. This is posing a significant challenge to higher education institutions. It is, therefore, critical to pay attention to emerging technologies in order to see how they can be incorporated into the classroom in order to improve educational quality while remaining relevant in the work industry. This study aims to understand how emerging technologies have been utilised at Nelson Mandela University in presenting teaching and learning activities since April 2020. The primary objective of this study is to analyse how academics are incorporating emerging technologies in their teaching and learning activities. This primary objective was achieved by conducting a literature review on clarifying and conceptualising the emerging technologies being utilised by higher education institutions, reviewing and analysing the use of emerging technologies, and will further be investigated through an empirical analysis of the use of emerging technologies at Nelson Mandela University. Findings from the literature review revealed that emerging technology is impacting several key areas in higher education institutions, such as the attraction and retention of students, enhancement of teaching and learning, increase in global competition, elimination of border barriers, and highlighting the digital divide. The literature review further identified that learning management systems, open educational resources, learning analytics, and artificial intelligence are the most prevalent emerging technologies being used in higher education institutions. The identified emerging technologies will be further analysed through an empirical analysis to identify how they are being utilised at Nelson Mandela University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20technologies" title=" emerging technologies"> emerging technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20management%20systems" title=" learner management systems"> learner management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources"> open educational resources</a> </p> <a href="https://publications.waset.org/abstracts/146630/the-use-of-emerging-technologies-in-higher-education-institutions-a-case-of-nelson-mandela-university-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> 'Sextually' Active: Teens, 'Sexting' and Gendered Double Standards in the Digital Age</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annalise%20Weckesser">Annalise Weckesser</a>, <a href="https://publications.waset.org/abstracts/search?q=Alex%20Wade"> Alex Wade</a>, <a href="https://publications.waset.org/abstracts/search?q=Clara%20Joergensen"> Clara Joergensen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jerome%20Turner"> Jerome Turner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Digital mobile technologies afford Generation M a number of opportunities in terms of communication, creativity and connectivity in their social interactions. Yet these young people’s use of such technologies is often the source of moral panic with accordant social anxiety especially prevalent in media representations of teen ‘sexting,’ or the sending of sexually explicit images via smartphones. Thus far, most responses to youth sexting have largely been ineffective or unjust with adult authorities sometimes blaming victims of non-consensual sexting, using child pornography laws to paradoxically criminalise those they are designed to protect, and/or advising teenagers to simply abstain from the practice. Prevention strategies are further skewed, with sex education initiatives often targeted at girls, implying that they shoulder the responsibility of minimising the risks associated with sexting (e.g. revenge porn and sexual predation). Purpose of Study: Despite increasing public interest and concern about ‘teen sexting,’ there remains a dearth of research with young people regarding their experiences of navigating sex and relationships in the current digital media landscape. Furthermore, young people's views on sexting are rarely solicited in the policy and educational strategies aimed at them. To address this research-policy-education gap, an interdisciplinary team of four researchers (from anthropology, media, sociology and education) have undertaken a peer-to-peer research project to co-create a sexual health intervention. Methods: In the winter of 2015-2016, the research team conducted serial group interviews with four cohorts of students (aged 13 to 15) from a secondary school in the West Midlands, UK. To facilitate open dialogue, girls and boys were interviewed separately, and each group consisted of no more than four pupils. The team employed a range of participatory techniques to elicit young people’s views on sexting, its consequences, and its interventions. A final focus group session was conducted with all 14 male and female participants to explore developing a peer-to-peer ‘safe sexting’ education intervention. Findings: This presentation will highlight the ongoing, ‘old school’ sexual double standards at work within this new digital frontier. In the sharing of ‘nudes’ (teens’ preferred term to ‘sexting’) via social media apps (e.g. Snapchat and WhatsApp), girls felt sharing images was inherently risky and feared being blamed and ‘slut-shamed.’ In contrast, boys were seen to gain in social status if they accumulated nudes of female peers. Further, if boys had nudes of themselves shared without consent, they felt they were expected to simply ‘tough it out.’ The presentation will also explore what forms of supports teens desire to help them in their day-to-day navigation of these digitally mediated, heteronormative performances of teen femininity and masculinity expected of them. Conclusion: This is the first research project, within UK, conducted with rather than about teens and the phenomenon of sexting. It marks a timely and important contribution to the nascent, but growing body of knowledge on gender, sexual politics and the digital mobility of sexual images created by and circulated amongst young people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teens" title="teens">teens</a>, <a href="https://publications.waset.org/abstracts/search?q=sexting" title=" sexting"> sexting</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20politics" title=" sexual politics"> sexual politics</a> </p> <a href="https://publications.waset.org/abstracts/47472/sextually-active-teens-sexting-and-gendered-double-standards-in-the-digital-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Case Study about Women Driving in Saudi Arabia Announced in 2018: Netnographic and Data Mining Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majdah%20%20Alnefaie">Majdah Alnefaie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ‘netnographic study’ and data mining have been used to monitor the public interaction on Social Media Sites (SMSs) to understand what the motivational factors influence the Saudi intentions regarding allowing women driving in Saudi Arabia in 2018. The netnographic study monitored the publics’ textual and visual communications in Twitter, Snapchat, and YouTube. SMSs users’ communications method is also known as electronic word of mouth (eWOM). Netnography methodology is still in its initial stages as it depends on manual extraction, reading and classification of SMSs users text. On the other hand, data mining is come from the computer and physical sciences background, therefore it is much harder to extract meaning from unstructured qualitative data. In addition, the new development in data mining software does not support the Arabic text, especially local slang in Saudi Arabia. Therefore, collaborations between social and computer scientists such as ‘netnographic study’ and data mining will enhance the efficiency of this study methodology leading to comprehensive research outcome. The eWOM communications between individuals on SMSs can promote a sense that sharing their preferences and experiences regarding politics and social government regulations is a part of their daily life, highlighting the importance of using SMSs as assistance in promoting participation in political and social. Therefore, public interactions on SMSs are important tools to comprehend people’s intentions regarding the new government regulations in the country. This study aims to answer this question, "What factors influence the Saudi Arabians' intentions of Saudi female's car-driving in 2018". The study utilized qualitative method known as netnographic study. The study used R studio to collect and analyses 27000 Saudi users’ comments from 25th May until 25th June 2018. The study has developed data collection model that support importing and analysing the Arabic text in the local slang. The data collection model in this study has been clustered based on different type of social networks, gender and the study main factors. The social network analysis was employed to collect comments from SMSs owned by governments’ originations, celebrities, vloggers, social activist and news SMSs accounts. The comments were collected from both males and females SMSs users. The sentiment analysis shows that the total number of positive comments Saudi females car driving was higher than negative comments. The data have provided the most important factors influenced the Saudi Arabians’ intention of Saudi females car driving including, culture and environment, freedom of choice, equal opportunities, security and safety. The most interesting finding indicted that women driving would play a role in increasing the individual freedom of choice. Saudi female will be able to drive cars to fulfill her daily life and family needs without being stressed due to the lack of transportation. The study outcome will help Saudi government to improve woman quality of life by increasing the ability to find more jobs and studies, increasing income through decreasing the spending on transport means such as taxi and having more freedom of choice in woman daily life needs. The study enhances the importance of using use marketing research to measure the public opinions on the new government regulations in the country. The study has explained the limitations and suggestions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=netnographic%20study" title="netnographic study">netnographic study</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20driving" title=" female driving "> female driving </a> </p> <a href="https://publications.waset.org/abstracts/125232/case-study-about-women-driving-in-saudi-arabia-announced-in-2018-netnographic-and-data-mining-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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