Emotions play a significant role in our lives, influencing our ideas and behavior, along with reasoning, making an opinion, and developing an attitude. It has been observed that social networking activity might cause emotional and sentimental reactions. Lin and Utz used emotion self-reports to investigate the positive (joy) and negative (i.e., jealousy) emotional reactions when reading through the chats on Facebook. Their results show that people are happy when they have a deep relationship with the sender who sent the text (Lin & Utz, 2015). Advertisement on social media such as Facebook aims to influence the consumers’ attitude in order to promote the well-being of both people and the community. The concept that social media may be an effective tool for education has recently been widely accepted for personal and corporate objectives (Tess, 2013). Behavioral involvement and emotional change of students in higher education is key component in predicting educational achievement. As students are extensively involved in social media apps like Twitter, Facebook, Instagram for entertainment and education purposes, these apps have brought emotional and behavioral changes in students. Hence the current study focuses on:
How does a Facebook page affect the emotional change and behavioral engagement of students in Higher Education?
Social Networking Sites (SNS), like Facebook, are the newest instances of students’ widespread use of communication technology and thus have the efficacy to become an important resource in the reinforcement of educational communications and faculty cooperation. However, faculty members have a history of prohibiting students from using technology often in the classroom (Roblyer, McDaniel, Webb, Herman, & Witty, 2010). The faculty of the education sector sees teacher relationships with students as an effective and business-like approach to make the affinity such as Facebook-like technology. While some studies illustrated that teachers and students have shown this type of activity can involve them with each other, and many schools seem to be able to sell the notion of connecting with kids, they have created their Facebook accounts and hence try to connect effectively with their students. This technology may encourage teachers that such SNSs are a viable answer for the requirement for instructors to maintain a good connection with their students (Stansbury, 2009; J. R. Young, 2009). Particularly, the amount of emotional intelligence (EI) of a student may be a major influence, considering its links to academic success (Mortiboys, 2013). Student involvement is a relatively new concept in marketing, with evidence that it includes cognitive, sentimental, and behavioral elements that make up a Cognitive Behavioral Engagement (CBE) framework (Van Doorn et al., 2010).
Look the summarization of our research bellow. We conduct this research on the official Oxford Business College Facebook Page with the use of neuromarketing. Sticky by Tobii Pro was used to evaluate obtained eye-tracking behavioral measurements assessing visual attention, emotional analysis via facial recognition, and survey questions providing insights into users’ experience.
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Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and higher education, 13(3), 134-140.
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Young, J. R. (2009). College 2.0: How not to lose face on Facebook, for professors. The Chronical of Higher Education, 55, 22.
Mortiboys, A. (2013). Teaching with emotional intelligence: A step-by-step guide for higher and further education professionals: Routledge.
Van Doorn, J., Lemon, K. N., Mittal, V., Nass, S., Pick, D., Pirner, P., & Verhoef, P. C. (2010). Customer engagement behavior: Theoretical foundations and research directions. Journal of service research, 13(3), 253-266.