TITLE:
Bite-Sized Learning on TikTok: Exploring the Platform’s Educational Value within the Framework of TAM (Technology Acceptance Theory)
AUTHORS:
Imane Jai Lamimi, Sadik Madani Alaoui, Meryem Ouelfatmi
KEYWORDS:
Educational Content, Microlearning, TikTok, Perceived Usefulness, Perceived Ease of Use, Attitudes, Content Richness, Behavioral Intentions to Use
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.4,
April
22,
2024
ABSTRACT: Recent research has identified social media as a valuable pedagogical tool for bridging the gap between formal and informal learning. However, because TikTok is a new platform, the literature on its potential as a knowledge source is limited. In this study, we will attempt to investigate the educational value of TikTok and its potential for microlearning. Today, TikTok has become underrepresented in the education and social networking service (SNS) literature as a new emerging platform. Although it is primarily a source of entertainment, studies indicate that the platform also contains educational videos. We present an educational innovation in which TikTok, a social media platform based on creating and sharing 15-second to 3-minute videos that witnessed a significant breakthrough during the COVID-19 pandemic, is used as an educational tool. A quantitative methodology was used, utilizing an online questionnaire to collect responses from 153 master students from five different fields in the English department, of the Faculty of Letters and Human Sciences in Morocco, to unravel their perceptions of TikTok as an educational tool and assess the platform’s usefulness for enhancing their learning performance using the TAM model (Technology Acceptance Theory). The findings of the study revealed that perceived usefulness, perceived ease of use, attitudes, and content richness significantly and positively influence behavioral intentions to use TikTok as a learning tool, particularly for providing short, bite-sized educational content.