Social Media Emotionality and Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73633379" target="_blank" >RIV/61989592:15410/25:73633379 - isvavai.cz</a>

Výsledek na webu

<a href="https://pdf.uhk.cz/hkjas/" target="_blank" >https://pdf.uhk.cz/hkjas/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Social Media Emotionality and Education

Popis výsledku v původním jazyce

This paper explores how the rise of social media has transformed emotional expression,perception, and education, drawing on Marshall McLuhan’s media theory and his observation that “thenew medium is never considered an art form, but only a degradation of the older form” (Letters ofMarshall McLuhan, 308). Digital platforms function as technological extensions of human consciousness,amplifying emotions and reshaping sensory preferences. Older media such as print, film, and photographyare absorbed and redefined by the digital environment, which emphasizes immediacy, brevity, andaffective engagement. These technological “messages” produce new modes of emotional participationand standardized expression. Physical reality, in contrast, is increasingly perceived as dull, highlightingthe sensory impact of digital environments. The paper examines how these affective dynamics influenceeducational settings, where students’ attention, motivation, and learning are shaped by emotionallycharged media algorithms. It argues that emotional literacy, understanding how technologies mediateand manipulate feeling, must become a core educational competence. By integrating media theory,affect studies, and pedagogy, the paper shows that digital media do not simply transmit informationbut restructure emotional experience itself, calling for new strategies to balance emotional engagementwith critical reflection in education.

Název v anglickém jazyce

Social Media Emotionality and Education

Popis výsledku anglicky

This paper explores how the rise of social media has transformed emotional expression,perception, and education, drawing on Marshall McLuhan’s media theory and his observation that “thenew medium is never considered an art form, but only a degradation of the older form” (Letters ofMarshall McLuhan, 308). Digital platforms function as technological extensions of human consciousness,amplifying emotions and reshaping sensory preferences. Older media such as print, film, and photographyare absorbed and redefined by the digital environment, which emphasizes immediacy, brevity, andaffective engagement. These technological “messages” produce new modes of emotional participationand standardized expression. Physical reality, in contrast, is increasingly perceived as dull, highlightingthe sensory impact of digital environments. The paper examines how these affective dynamics influenceeducational settings, where students’ attention, motivation, and learning are shaped by emotionallycharged media algorithms. It argues that emotional literacy, understanding how technologies mediateand manipulate feeling, must become a core educational competence. By integrating media theory,affect studies, and pedagogy, the paper shows that digital media do not simply transmit informationbut restructure emotional experience itself, calling for new strategies to balance emotional engagementwith critical reflection in education.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Hradec Králové Journal of Anglophone Studies

ISSN

2336-3347

e-ISSN

2571-032X

Svazek periodika

12

Číslo periodika v rámci svazku

No. 1–2 2025

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

9

Strana od-do

63-71

Kód UT WoS článku

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EID výsledku v databázi Scopus

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