Prosocial Media for Education
Keywords:
Prosocial Media, Media-Based Learning, Media EffectAbstract
This article includes the findings of previous research based on (1) educational media, (2) prosocial media, and (3) the methods regarding the use of entertainment media for education. To incorporate media in classroom could help increase students’ learning motivation, heighten class performance, and improve learning process. Entertainment media such as films and animated films should be used, since most students have prior preference which is a positive source for enhancing their learning motivation. The instructors could assign the students to analyze the media, which will result in the development of their thinking skills. Students may rewrite the plot by removing the violence and increasing the prosocial message. Moreover, the instructors should use the same social network sites or applications as their students and perform themselves as the fans of media which the students like. This will help the students identify with their instructors and their learning motivation will be maximized. As the results of this, this process could benefit the students in various aspects in both classroom context and their future career.
References
ธนาวรรณ อัศวราชันต์. (2558). อิทธิพลของการ์ตูนดิสนีย์ที่มีผลต่อคุณธรรมจริยธรรมของเด็กปฐมวัย. วารสารคณะศึกษาศาสตร์ มหาวิทยาลัยมหาสารคาม, 21(2) : 164-172.
นนทกฤช ภพชนกนันท์, ภัสวลี นิติเกษตรสุทร และธีรารักษ์ โพธิสุวรรณ. (2559). พฤติกรรมการใช้การสื่อสารและผลกระทบจากการใช้เฟซบุ๊กของนักศึกษามหาวิทยาลัยปทุมธานี. วารสารวิทยาการจัดการ. 3(1) : 37-52.
Arunrangsiwed, P. (2014b). The Experimental Research Design of Animation-Based Learning Research. Proceedings of The 10th National and International Social Science Symposium: Social Innovation for Sustainable Development in ASEAN Community (การประชุมสังคมศาสตร์วิชาการระดับชาติและนานาชาติ ครั้งที่ 10: นวัตกรรมทางสังคมเพื่อการพัฒนาอย่างยั่งยืนในประชาคมอาเซียน). Chiang Rai, Thailand: Chiang Rai Rajabhat University.
Arunrangsiwed, P. & Beck, C.S. (2016). Positive and Negative Light of Fan Practices (ผลดีและผลเสียของการทำ กิจกรรมของแฟน). Suan Sunandha Rajabhat University Journal of Management Science. วารสารวิทยาการจัดการ มหาวิทยาลัยราชภัฎสวนสุนันทา, 3(2).
Arunrangsiwed, P. (2013). The Effects of Website for Temples in Bangyai and Bangkruay District on Thai Tourist Attractions. Proceedings of The 5th International Science, Social Science, Engineer and Energy Conference 2013. Kanjanaburi, Thailand: Suan Sunandha Rajabhat University.
Arunrangsiwed, P. (2014a). The Documentary Analysis of Meta-Analysis Research in Violence of Media. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(1), 77-80.
Arunrangsiwed, P. (2015). Be Like Me & Follow Me : A Relationship between Homophily and Belief of Superheroes’ Fans. Rangsit University Journal of Communication Art (นิเทศศาสตรปริทัศน์), 18(2), 35-50.
Arunrangsiwed, P. (2016). Teaching Method in Situational Crisis Communication Theory: A Literature Review. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(8), 2652-2655.
Badre, A., Beranek, M., Morris, J. M., & Stasko, J. (1991). Assessing Program Visualization Systems as Instructional Aids. In International Conference on Computer Assisted Learning. Springer Berlin Heidelberg, 87-99.
Bahoric, K., & Swaggerty, E. (2015). Fanfiction: Exploring In-and Out-of-School Literacy Practices. Effective Writing Instruction: Colorado Reading Journal, Summer 2015, 25-31.
Bannon, S., McGlynn, T., McKenzie, K., & Quayle, E. (2015). The Internet and Young People with Additional Support Needs (ASN): Risk and safety. Computers in Human Behavior, 53, 495-503.
Berkowitz, L., & Rawlings, E. (1963). Effects of film violence on inhibitions against subsequent aggression. The Journal of Abnormal and Social Psychology, 66(5), 405.
Black, R. W. (2006). Language, Culture, and Identity in Online Fanfiction. E-Learning and Digital Media, 3(2), 170-184.
Black, R. W. (2009). Online Fan Fiction and Critical Media Literacy. Journal of Computing in Teacher Education, 26(2), 75-80.
Brown, W. J., & Singhal, A. (1990). Ethical Dilemmas of Prosocial Television. Communication Quarterly, 38(3), 268-280.
Brown, W. J., & Singhal, A. (1993). Ethical Considerations of Promoting Prosocial Messages Through the Popular Media. Journal of Popular Film and Television, 21(3), 92-99.
Brown, W. J., & Singhal, A. (1997). Ethical guidelines for promoting prosocial messages through the popular media. In the eye of the beholder: Critical perspectives in popular film and television, 207-223.
Chen, J. S. (2007). A study of fan culture: Adolescent experiences with animé/manga doujinshi and cosplay in Taiwan. Visual Arts Research, 14-24.
Chiu, C. M., Cheng, H. L., Huang, H. Y., & Chen, C. F. (2013). Exploring individuals’ subjective well-be- ing and loyalty towards social network sites from the perspective of network externalities: The Facebook case. International Journal of Information Management, 33(3), 539-552.
Chraif, M., & Anitei, M. (2011). The Physiological Effects of Cartoons Blood Scenes on the Youngsters in Romania. Procedia-Social and Behavioral Sciences, 30, 465-470.
Coombe, C. (2014). 10 Characteristics of Highly Effective EF/SL Teachers. Perspectives (TESOL Arabia), 22(2).
Coombs, W. T. (2007). Attribution theory as a guide for post-crisis communication research. Public Relations Review, 33(2), 135-139.
Ellison, N. B., Vitak, J., Gray, R., & Lampe, C. (2014). Cultivating social resources on social network sites: Facebook relationship maintenance behaviors and their role in social capital processes. Journal of Computer-Mediated Communication, 19(4), 855-870.
Eron, L. D. (1963). Relationship of TV viewing habits and aggressive behavior in children. The Journal of Abnormal and Social Psychology, 67(2), 193.
Gentile, D. A., Coyne, S., & Walsh, D. A. (2011). Media Violence, Physical Aggression, and Relational Aggression in School Age Children: a Short-Term Longitudinal Study. Aggressive behavior, 37(2), 193-206.
Greitemeyer, T. (2011). Effects of Prosocial Media on Social Behavior When and Why does Media Exposure Affect Helping and Aggression?. Current Directions in Psychological Science, 20(4), 251-255.
Greitemeyer, T., & Osswald, S. (2011). Playing Prosocial Video Games Increases the Accessibility of Prosocial Thoughts. The Journal of social psychology, 151(2), 121-128.
Grosseck, G., Bran, R., & Tiru, L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia-Social and Behavioral Sciences, 15, 1425-1430.
Han, S. H., & Brazeal, L. M. (2015). Playing nice: modeling civility in online political discussions. Communication Research Reports, 32(1), 20-28.
Helfgott, J. B. (2015). Criminal behavior and the copycat effect: Literature review and theoretical framework for empirical investigation. Aggression and violent behavior, 22, 46-64.
Hogan, M. J. (2012). Prosocial effects of media. Pediatric Clinics of North America, 59(3), 635-645.
Hust, S. J., Marett, E. G., Lei, M., Chang, H., Ren, C., McNab, A. L., & Adams, P. M. (2013). Health promotion messages in entertainment media: crime drama viewership and intentions to intervene in a sexual assault situation. Journal of health communication, 18(1), 105-123.
Hwang, I., Tam, M., Lam, S. L., & Lam, P. (2012). Review of Use of Animation as a Supplementary Learning Material of Physiology Content in Four Academic Years. Electronic Journal of e-Learning, 10(4), 368-377.
İvrendi, A., & Özdemir, A. A. (2010). Mothers’ evaluation of cartoons’ influence on early childhood children. Procedia-Social and Behavioral Sciences, 2(2), 2561-2566.
Jarc, D. J., Feldman, M. B., & Heller, R. S. (2000). Assessing the benefits of interactive prediction using web-based algorithm animation courseware. ACM SIGCSE Bulletin, 32(1), 377-381.
Kehoe, C., Stasko, J., & Taylor, A. (2001). Rethinking the evaluation of algorithm animations as learning aids: an observational study. International Journal of Human-Computer Studies, 54(2), 265-284.
Keller, S. N., & Brown, J. D. (2002). Media interventions to promote responsible sexual behavior. Journal of Sex Research, 39(1), 67-72.
Mayer, R. E, & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of educational Psychology, 84(4), 444-452.
Meyers, M. (1996). News coverage of violence against women: Engendering blame. Sage Publications.
Monkolprasit, P., & Arunrangsiwed, P. (2016). The Effect of Prior Characteristic on Perceived Prosocial Content in Media. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(12), 3526-3530.
Morris, M. R. (2014, February). Social networking site use by mothers of young children. In Proceed- ings of the 17th ACM conference on Computer supported cooperative work & social computing, ACM. 1272-1282.
Nalkur, P. G., Jamieson, P. E., & Romer, D. (2010). The effectiveness of the motion picture association of America’s rating system in screening explicit violence and sex in top-ranked movies from 1950 to 2006. Journal of Adolescent Health, 47(5), 440-447.
Ostrov, J. M., Gentile, D. A., & Crick, N. R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development, 15(4), 612-627.
Pairoa, I., & Arunrangsiwed, P. (2016). An Overview on the Effectiveness of Brand Mascot and Celebrity Endorsement. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(12), 3519-3525.
Prot, S., Gentile, D. A., Anderson, C. A., Suzuki, K., Swing, E., Lim, K. M., ... & Liau, A. K. (2014).Long-term relations among prosocial-media use, empathy, and prosocial behavior. Psychological science, 25(2), 358-368.
Rebetez, C., Bétrancourt, M., Sangin, M., & Dillenbourg, P. (2010). Learning from animation enabled by collaboration. Instructional science, 38(5), 471-485.
Rieber, L. P. (1990). Animation in computer-based instruction. Educational technology research and development, 38(1), 77-86.
Simon, R. (2012). “Without Comic Books, There Would Be No Me”: Teachers as Connoisseurs of Adolescents’ Literate Lives. Journal of Adolescent & Adult Literacy, 55(6), 516-526.
Saleem, M., Anderson, C. A., & Gentile, D. A. (2012a). Effects of prosocial, neutral, and violent video games on children’s helpful and hurtful behaviors. Aggressive Behavior, 38(4), 281-287.
Saleem, M., Anderson, C. A., & Gentile, D. A. (2012b). Effects of prosocial, neutral, and violent video games on college students’ affect. Aggressive Behavior, 38(4), 263-271.
Sloan, E. D., Sawyer, C., Warner, T. D., & Jones, L. A. (2014). Adolescent Entertainment or Violence Training? The Hunger Games. Journal of Creativity in Mental Health, 9(3), 427-435.
Stith, B. J. (2004). Use of animation in teaching cell biology. Cell Biology Education, 3(3), 181-188.
Strasburger, V. C. & Hogan, M. J. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958-961.
Tasker, R., & Dalton, R. (2008). Visualizing the molecular world–Design, evaluation, and use of animations. In Visualization: Theory and practice in science education (pp. 103-131). Springer Nether- lands.
Theocharis, Y., & Quintelier, E. (2016). Stimulating citizenship or expanding entertainment? The effect of Facebook on adolescent participation. New media & society, 18(5), 817–836.
Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258.
Turan, B. (2014). The Opinions of Teachers on the Use of Cartoon Character in the Mathematics Lesson. Procedia-Social and Behavioral Sciences, 141, 1386-1391.
Weaver, A. J., Zelenkauskaite, A., & Samson, L. (2012). The (non) violent world of YouTube: Content trends in web video. Journal of Communication, 62(6), 1065-1083.
Zhu, L., & Grabowski, B. L. (2006). Web-based animation or static graphics: Is the extra cost of animation worth it?. Journal of Educational Multimedia and Hypermedia, 15(3), 329.
นนทกฤช ภพชนกนันท์, ภัสวลี นิติเกษตรสุทร และธีรารักษ์ โพธิสุวรรณ. (2559). พฤติกรรมการใช้การสื่อสารและผลกระทบจากการใช้เฟซบุ๊กของนักศึกษามหาวิทยาลัยปทุมธานี. วารสารวิทยาการจัดการ. 3(1) : 37-52.
Arunrangsiwed, P. (2014b). The Experimental Research Design of Animation-Based Learning Research. Proceedings of The 10th National and International Social Science Symposium: Social Innovation for Sustainable Development in ASEAN Community (การประชุมสังคมศาสตร์วิชาการระดับชาติและนานาชาติ ครั้งที่ 10: นวัตกรรมทางสังคมเพื่อการพัฒนาอย่างยั่งยืนในประชาคมอาเซียน). Chiang Rai, Thailand: Chiang Rai Rajabhat University.
Arunrangsiwed, P. & Beck, C.S. (2016). Positive and Negative Light of Fan Practices (ผลดีและผลเสียของการทำ กิจกรรมของแฟน). Suan Sunandha Rajabhat University Journal of Management Science. วารสารวิทยาการจัดการ มหาวิทยาลัยราชภัฎสวนสุนันทา, 3(2).
Arunrangsiwed, P. (2013). The Effects of Website for Temples in Bangyai and Bangkruay District on Thai Tourist Attractions. Proceedings of The 5th International Science, Social Science, Engineer and Energy Conference 2013. Kanjanaburi, Thailand: Suan Sunandha Rajabhat University.
Arunrangsiwed, P. (2014a). The Documentary Analysis of Meta-Analysis Research in Violence of Media. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(1), 77-80.
Arunrangsiwed, P. (2015). Be Like Me & Follow Me : A Relationship between Homophily and Belief of Superheroes’ Fans. Rangsit University Journal of Communication Art (นิเทศศาสตรปริทัศน์), 18(2), 35-50.
Arunrangsiwed, P. (2016). Teaching Method in Situational Crisis Communication Theory: A Literature Review. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(8), 2652-2655.
Badre, A., Beranek, M., Morris, J. M., & Stasko, J. (1991). Assessing Program Visualization Systems as Instructional Aids. In International Conference on Computer Assisted Learning. Springer Berlin Heidelberg, 87-99.
Bahoric, K., & Swaggerty, E. (2015). Fanfiction: Exploring In-and Out-of-School Literacy Practices. Effective Writing Instruction: Colorado Reading Journal, Summer 2015, 25-31.
Bannon, S., McGlynn, T., McKenzie, K., & Quayle, E. (2015). The Internet and Young People with Additional Support Needs (ASN): Risk and safety. Computers in Human Behavior, 53, 495-503.
Berkowitz, L., & Rawlings, E. (1963). Effects of film violence on inhibitions against subsequent aggression. The Journal of Abnormal and Social Psychology, 66(5), 405.
Black, R. W. (2006). Language, Culture, and Identity in Online Fanfiction. E-Learning and Digital Media, 3(2), 170-184.
Black, R. W. (2009). Online Fan Fiction and Critical Media Literacy. Journal of Computing in Teacher Education, 26(2), 75-80.
Brown, W. J., & Singhal, A. (1990). Ethical Dilemmas of Prosocial Television. Communication Quarterly, 38(3), 268-280.
Brown, W. J., & Singhal, A. (1993). Ethical Considerations of Promoting Prosocial Messages Through the Popular Media. Journal of Popular Film and Television, 21(3), 92-99.
Brown, W. J., & Singhal, A. (1997). Ethical guidelines for promoting prosocial messages through the popular media. In the eye of the beholder: Critical perspectives in popular film and television, 207-223.
Chen, J. S. (2007). A study of fan culture: Adolescent experiences with animé/manga doujinshi and cosplay in Taiwan. Visual Arts Research, 14-24.
Chiu, C. M., Cheng, H. L., Huang, H. Y., & Chen, C. F. (2013). Exploring individuals’ subjective well-be- ing and loyalty towards social network sites from the perspective of network externalities: The Facebook case. International Journal of Information Management, 33(3), 539-552.
Chraif, M., & Anitei, M. (2011). The Physiological Effects of Cartoons Blood Scenes on the Youngsters in Romania. Procedia-Social and Behavioral Sciences, 30, 465-470.
Coombe, C. (2014). 10 Characteristics of Highly Effective EF/SL Teachers. Perspectives (TESOL Arabia), 22(2).
Coombs, W. T. (2007). Attribution theory as a guide for post-crisis communication research. Public Relations Review, 33(2), 135-139.
Ellison, N. B., Vitak, J., Gray, R., & Lampe, C. (2014). Cultivating social resources on social network sites: Facebook relationship maintenance behaviors and their role in social capital processes. Journal of Computer-Mediated Communication, 19(4), 855-870.
Eron, L. D. (1963). Relationship of TV viewing habits and aggressive behavior in children. The Journal of Abnormal and Social Psychology, 67(2), 193.
Gentile, D. A., Coyne, S., & Walsh, D. A. (2011). Media Violence, Physical Aggression, and Relational Aggression in School Age Children: a Short-Term Longitudinal Study. Aggressive behavior, 37(2), 193-206.
Greitemeyer, T. (2011). Effects of Prosocial Media on Social Behavior When and Why does Media Exposure Affect Helping and Aggression?. Current Directions in Psychological Science, 20(4), 251-255.
Greitemeyer, T., & Osswald, S. (2011). Playing Prosocial Video Games Increases the Accessibility of Prosocial Thoughts. The Journal of social psychology, 151(2), 121-128.
Grosseck, G., Bran, R., & Tiru, L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia-Social and Behavioral Sciences, 15, 1425-1430.
Han, S. H., & Brazeal, L. M. (2015). Playing nice: modeling civility in online political discussions. Communication Research Reports, 32(1), 20-28.
Helfgott, J. B. (2015). Criminal behavior and the copycat effect: Literature review and theoretical framework for empirical investigation. Aggression and violent behavior, 22, 46-64.
Hogan, M. J. (2012). Prosocial effects of media. Pediatric Clinics of North America, 59(3), 635-645.
Hust, S. J., Marett, E. G., Lei, M., Chang, H., Ren, C., McNab, A. L., & Adams, P. M. (2013). Health promotion messages in entertainment media: crime drama viewership and intentions to intervene in a sexual assault situation. Journal of health communication, 18(1), 105-123.
Hwang, I., Tam, M., Lam, S. L., & Lam, P. (2012). Review of Use of Animation as a Supplementary Learning Material of Physiology Content in Four Academic Years. Electronic Journal of e-Learning, 10(4), 368-377.
İvrendi, A., & Özdemir, A. A. (2010). Mothers’ evaluation of cartoons’ influence on early childhood children. Procedia-Social and Behavioral Sciences, 2(2), 2561-2566.
Jarc, D. J., Feldman, M. B., & Heller, R. S. (2000). Assessing the benefits of interactive prediction using web-based algorithm animation courseware. ACM SIGCSE Bulletin, 32(1), 377-381.
Kehoe, C., Stasko, J., & Taylor, A. (2001). Rethinking the evaluation of algorithm animations as learning aids: an observational study. International Journal of Human-Computer Studies, 54(2), 265-284.
Keller, S. N., & Brown, J. D. (2002). Media interventions to promote responsible sexual behavior. Journal of Sex Research, 39(1), 67-72.
Mayer, R. E, & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of educational Psychology, 84(4), 444-452.
Meyers, M. (1996). News coverage of violence against women: Engendering blame. Sage Publications.
Monkolprasit, P., & Arunrangsiwed, P. (2016). The Effect of Prior Characteristic on Perceived Prosocial Content in Media. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(12), 3526-3530.
Morris, M. R. (2014, February). Social networking site use by mothers of young children. In Proceed- ings of the 17th ACM conference on Computer supported cooperative work & social computing, ACM. 1272-1282.
Nalkur, P. G., Jamieson, P. E., & Romer, D. (2010). The effectiveness of the motion picture association of America’s rating system in screening explicit violence and sex in top-ranked movies from 1950 to 2006. Journal of Adolescent Health, 47(5), 440-447.
Ostrov, J. M., Gentile, D. A., & Crick, N. R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development, 15(4), 612-627.
Pairoa, I., & Arunrangsiwed, P. (2016). An Overview on the Effectiveness of Brand Mascot and Celebrity Endorsement. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(12), 3519-3525.
Prot, S., Gentile, D. A., Anderson, C. A., Suzuki, K., Swing, E., Lim, K. M., ... & Liau, A. K. (2014).Long-term relations among prosocial-media use, empathy, and prosocial behavior. Psychological science, 25(2), 358-368.
Rebetez, C., Bétrancourt, M., Sangin, M., & Dillenbourg, P. (2010). Learning from animation enabled by collaboration. Instructional science, 38(5), 471-485.
Rieber, L. P. (1990). Animation in computer-based instruction. Educational technology research and development, 38(1), 77-86.
Simon, R. (2012). “Without Comic Books, There Would Be No Me”: Teachers as Connoisseurs of Adolescents’ Literate Lives. Journal of Adolescent & Adult Literacy, 55(6), 516-526.
Saleem, M., Anderson, C. A., & Gentile, D. A. (2012a). Effects of prosocial, neutral, and violent video games on children’s helpful and hurtful behaviors. Aggressive Behavior, 38(4), 281-287.
Saleem, M., Anderson, C. A., & Gentile, D. A. (2012b). Effects of prosocial, neutral, and violent video games on college students’ affect. Aggressive Behavior, 38(4), 263-271.
Sloan, E. D., Sawyer, C., Warner, T. D., & Jones, L. A. (2014). Adolescent Entertainment or Violence Training? The Hunger Games. Journal of Creativity in Mental Health, 9(3), 427-435.
Stith, B. J. (2004). Use of animation in teaching cell biology. Cell Biology Education, 3(3), 181-188.
Strasburger, V. C. & Hogan, M. J. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958-961.
Tasker, R., & Dalton, R. (2008). Visualizing the molecular world–Design, evaluation, and use of animations. In Visualization: Theory and practice in science education (pp. 103-131). Springer Nether- lands.
Theocharis, Y., & Quintelier, E. (2016). Stimulating citizenship or expanding entertainment? The effect of Facebook on adolescent participation. New media & society, 18(5), 817–836.
Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258.
Turan, B. (2014). The Opinions of Teachers on the Use of Cartoon Character in the Mathematics Lesson. Procedia-Social and Behavioral Sciences, 141, 1386-1391.
Weaver, A. J., Zelenkauskaite, A., & Samson, L. (2012). The (non) violent world of YouTube: Content trends in web video. Journal of Communication, 62(6), 1065-1083.
Zhu, L., & Grabowski, B. L. (2006). Web-based animation or static graphics: Is the extra cost of animation worth it?. Journal of Educational Multimedia and Hypermedia, 15(3), 329.
Downloads
Published
2016-12-26
How to Cite
Arunrangsiwed, P., & Meenanan, S. (2016). Prosocial Media for Education. Journal of Mass Communication Technology, RMUTP, 1(2), 62–71. retrieved from https://so05.tci-thaijo.org/index.php/jmctrmutp/article/view/251810
Issue
Section
Academic Articles
License
Copyright (c) Journal of Mass Communicaiton Technology, RMUTP
Journal of Journal of Mass Communicaiton Technology, RMUTP is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. (CC BY-Nc-ND 4.0) licence, unless otherwise stated. Please read our Pollicies page for more information on Open Access, copyright and permissions.
