Do emojis really help us to communicate better? Investigating instructor credibility, students’ learning motivation, and performance
Joseph Kee-Ming Sia, Ivy S.H. Hii, Ling Jong, Wai Wah Low
Abstract
Abstract Extensive research has been conducted to investigate the role of emojis in interpretation, impression, perceptions, personality and relationship building. However, in the higher education sector, few studies have examined how emojis influence the learning motivation and performance of students. Using the theories of source credibility and stimulus organism response, a model was created to explain how the emojis used in text-based electronic-mediated communication (TEMC) impact instructor credibility, learning motivation, and learning performance. Data obtained from students ( N = 348) indicates that the use of emojis in TEMC affects their perceptions of instructor credibility (expertise, trustworthiness, likability) and learning motivation. Furthermore, perceived instructor credibility was found to mediate the relationship between the use of emojis in TEMC and students’ learning motivation. Finally, the study also demonstrates that students’ learning motivation significantly enhances their learning performance. The research findings illustrate the importance of emoji use in TEMC between instructors and students in enhancing students’ learning motivation and performance at higher education institutions (HEIs). The findings have significance for instructors and HEIs who engage in TEMC with students. This paper also discusses the implications and limitations of the study, along with potential future research.