Figure 55 – uploaded by Can Bilgili

Table 12 An unexpected development, however, transpires upon closer examination of Q13*Number of Friends. One expects to find those with public profiles having the highest friend counts due to the fact that their profiles can be freely accessed. As Table 12 sets forth, the Chi-square results indicate that this is true up to a point, but the gap closes once the friends’ list passes 200. Among Christian teens and young adults with 300 or more friends at MySpace, the probability that their profiles are private is greater. shows the impact of age on profile type, which as predicted, shows that as ag increases, the likelihood that the profile setting becomes public increases.

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Table 5 T-test of gender differences towards use of comm network (Chinese)

SS Ne ee ee | ee eo oe ee ee OT Ree Independent sample t-test shows that there is not a statistically significant difference between males and females towards use of communication networks as documented sources of information in China except Google and BBM. As the results show, males are less likely to use Google as an information source compared to females. Meanwhile, it was found that male and female students in the UAE have different ideas about purpose of using all types of communication networks. The results show a Statistically significant difference between males and females towards using Google, Facebook, and Twitter and other social networking as an information sources. Male are less likely to use these modern SN techniques compared to females.

Table 7 Using social networking as an information sources (Chinese)

Table 8 Using social networking as an information sources UAE

Table 9 Relationship between using S.N in classroom and positive effect (chine: and UAE) Pearson correlation results shows that there is a significant relationship betweer use of social networking in classroom and ‘strength communication’ as well as ‘spreac news’ among both Chinese and UAE student. The relationship between use of socia networking in classroom and ‘strength education’ as well as ‘broadcastinc advertisements’ was found to be significant for UAE students. The relationshir between the use of social networking in classroom and entertaining was significant foi Chinese students. The more the Chinese and UAE students use networking ir classroom, the higher positive effects they gain in terms of ‘strength communication as well as ‘spread news.’ UAE students believed that using networking in classroom has positive effects on ‘strength education’ and ‘broadcasting advertisements.’ Usinc social networking in classroom for Chinese students has positive effects or entertaining.

Table 10 Numbers of device and amount student spend using S.N (UAE)

Digital Media Platforms and Education: The Uses of Social Networking in the UAE and China Table 18 Place of using SN (Chinese)

Kind of SN that students use Ease of use of SN is measured by fine-Likert scale ranged as: (1) Strongly Agree, (2) Agree, (3) Neutral (4) Disagree, (5) Strongly Disagree. Google and Facebook are easy for Chines student to use. Google and Instagram are easy for Chines student to use

Table 20 Kind of SN that students use it (Chinese)

Table 22 Ease of use of SN (Chinese) Easiness of uses of SN Digital Media Platforms and Education: The Uses of Social Networking in the UAE and China

Table 26 Social networking in the classroom-Chinese Table 27 Social networking in the classroom-UAE Social networking in the classroom

Table 29 Uses of SN at the classroom (UAE) Academic problems and SN uses

Table 33 Negative effects-UAE Negative behavioral effects

As it can be seen in Figure 1: virtual worlds from the first generation were principally text and fantasy based, small in scale (250 users or less), (e.g., Dungeons & Dragons and Middle Earth). Second generation worlds were larger scale systems (1,000 or more users) and witnessed the growing use of graphical worlds, the introduction of social-oriented worlds, and the development of worlds in which users could generate objects and shape their world in real time. Besides that the third (current) generation notes that the age of massive systems (10,000+ simultaneous users), visually striking 3D worlds, and a growing range of genres and types of virtual worlds (e.g., Massively multiplayer online games (MMOGs), multi-user virtual environments (MUVEs), and Massively Multiple On-Line Educations (MMOLEs) demonstrate an affinity for fantasy, science fiction, pseudo-reality (Downey, 2014). These hundreds of virtual worlds that players have to choose from each target a distinct class of people. There are virtual worlds for children such as Disney’s Toontown, Club Penguin, and Pirates of the Caribbean. Some virtual worlds for teens include Whyville, Habbo Hotel and Second Life for Teens. There are also virtual worlds targeting adults such as The Sims Online, World of Warcraft, and Second Life. Hence, every virtual world shares the attributes outlined above while targeting a distinct set of people (Papp, 2010). As these environments become more pervasive, research examining this phenomenon will be needed to better understand these 3D spaces (Mennecke, Mcneill, Ganis, & Townsend, 2008).

Figure 1. Snapshot: Example of advertising in Second Life

Figure 2 Snapshot: Another Example of advertising in Second Life

Figure 3. (Snapshot) Another Example of advertising in Second Life Second Life platform allows for the incorporation of diverse media, including Shared Media audio and video streams. In addition, there are radio and TV stations in Second Life which provide streaming broadcasts. These streams can incorporate advertising, as radio and TV do in real life.

Table 1 Analysis of Turkish and Portuegese e-newspapers

Figure 1 Interfaces of Turkish E-Newspapers

Table 1. Use of traditional communication methods for political comments such as face-to-face, phone, or mail. N= 2,253 Table 2. Use Online techniques to comment on politics N= 1,937

Fable 3. Spearman’s Rho correlations for age, traditional communication, online communicatior ncome, education, and political interactivity Journal of Media Critiques [JMC] — Vol.1 No.1 June 2015 139

R = .57, Adjusted R Square = .32, F = 154.40, d.f. 5, p < 01** Table 4. Regression comparing five variables to how likely someone is to comment on politic: using new media tools. The independent variables were age, traditional communication tools and political interaction.

Table 5. Regression comparing 3 variables to how likely someone is to comment on politics using new media tools. The independent variables were digital divide variables of age, income and education.

Table 1. Christian Teen & Young Adult Demographics (N = 242)

Table 2. Christian Teen & Young Adult Media Use 50 Uses and Effects of MySpace among Christian Teens and Young Adult

Table 3. Christian Teen & Young Adults Internet & MySpace Use Descriptives

This pattern raises interesting questions for further study to be discussed later. Church attendance also impacts PEV and NEV. The results of ANOVA for PEV* Attendance are, F(6, 213) = 2.9, p < . 01. Whereas NEV*Attendance reveals no significance through ANOVA, it does in correlation analysis together with PEV. Two slight but significant negative correlations exist: PEV*Attendance, r = -25, p < .001, and NEV*Attendance, r = -.13, p < .05. This suggests that as frequency of church attendance increases not only do perceived positive effects from MySpace decrease, but also the perceived negative effects decrease. Table 5. M (SD, Min./Max.) of MySpace Effects Variables by Age*

H4 suggests that if behaviors in SNS tend to mirror and reinforce those in offline communities, then it stands to reason that even Christian teens and young adults will flirt and explore dating opportunities within their MySpace network. Table 8 displays the two straightforward questions in this study and their results, which provide data for an answer.

These results indicate that the youngest Christian MySpace users are primarily logging on for less than an hour and most likely that is consumed in just one use. The middle and late teens are far more likely to use MySpace for up to 2 hours daily and since the majority say each time they use MySpace it is for less than an hour, this indicates they are more frequently logging on to MySpace. Older young adults reflect the adolescent’s patterns of use with their daily use matching their daily time per use. Although the amount of time spent on MySpace among Christian teens and young adults does not vary significantly between genders, it does between age groups. For Q3*Age, Chi-square (20) = 29.8, p < .05 (1-sided), and for Q6*Age, Chi-square (20) = 32.5, p < .05 (2-sided). Table 10 presents these results and shows the frequencies of MySpace use for the top two categories distributed by age.

These results seem to support H7 generally, but further research should examine the relationship between public and private profile settings with uncommonly large friends’ lists.

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