NDLI: The Social Media Dialogue through Ubiquitous Interactivity to Children's Cognitive Development

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The Social Media Dialogue through Ubiquitous Interactivity to Children's Cognitive Development

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The Social Media Dialogue through Ubiquitous Interactivity to Children's Cognitive Development

Content Provider	ACM Digital Library
Author	Hasbullah, Siti Salwa Bt Farahwahida Binti Noor, Myzan Bt
Abstract	This paper discusses the Dialogue or Talk to the development of children's cognitive learning in the social media ubiquitous environment. Dialogue or Talk means opinions, status and comments through Facebook, Instagram, Twitter, YouTube etc. Social media depends on mobile and web-based technologies to create highly interactive platforms through which individuals and communities share, co-create, discuss, and modify user-generated content. They introduce substantial and ubiquitous changes to communication between educations, businesses, organizations, communities, and individuals. Jan H. Kietzmann, Kristopher Hermkens, Ian P. McCarthy and Bruno S. Silvestre, 2011 in an article,1 present a framework that defines social media by using seven functional building blocks: identity, conversations, sharing, presence, relationships, reputation, and groups. Ubiquitous Interactivity Dialogue or Talk in Social Media implies some change of sentiments; i.e. a progressive, broad-minded, intolerant, or prejudiced kind in children's cognitive learning. But research has found that Dialogue or Talk contributes to the ways that children can understand each other and gain knowledge through social interactions. Children carry out their intellectual activities better with Dialogue. Dialogue or Talk invokes the idea of children's cognitive growth. With the ability to talk and engage in learning through Dialogue or Talk, children appear as intellectual individuals that represent their society.
Starting Page	1
Ending Page	9
Page Count	9
File Format	PDF
ISBN	9781450341424
DOI	10.1145/2857546.2857582
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2016-01-04
Publisher Place	New York
Access Restriction	Subscribed
Subject Keyword	Ubiquitous technology Children's intellectual understandings Social sentiments Cognitive learning development Interactivity environment The social media Technological devices
Content Type	Text
Resource Type	Article

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