Effectiveness of social media-assisted course on learning self-efficacy.

The social media platform and the information dissemination revolution have changed the thinking, needs, and methods of students, bringing development opportunities and challenges to higher education. This paper introduces social media into the classroom and uses quantitative analysis to investigate the relation between design college students' learning self-efficacy and social media for design students, aiming to determine the effectiveness of social media platforms on self-efficacy. This study is conducted on university students in design media courses and is quasi-experimental, using a randomized pre-test and post-test control group design. The study participants are 73 second-year design undergraduates. Independent samples t-tests showed that the network interaction factors of social media had a significant impact on college students learning self-efficacy. The use of social media has a significant positive predictive effect on all dimensions of learning self-efficacy. Our analysis suggests that using the advantages and value of online social platforms, weakening the disadvantages of the network, scientifically using online learning resources, and combining traditional classrooms with the Internet can improve students' learning self-efficacy.

Association of Sedentary Behavior and Depression among College Students Majoring in Design.

BACKGROUND: This study aimed to specify the prevalence of sedentary behavior and depression and investigate the relationship between sedentary behavior and depression among college students majoring in design. METHODS: A total of 480 undergraduate and postgraduate students majoring in design were randomly enrolled from a university in Nanjing for a questionnaire that included sociodemographic data, physical health, sedentary behavior and depression. RESULTS: Participants reported that they spent 14.93 (SD = 1.76) hours on sedentary behavior per day and most of the time occurred outside the classroom. There were 161 (39.8%) students who reported depression, with a statistical difference across grades. After adjusting for sociodemographic attributes, physical health and physical activity, binary logistic regression analysis showed that the total sedentary time and time spent on school assignments on weekends were significantly associated with depression. CONCLUSIONS: To reduce the risk of depression, students majoring in design should be encouraged to change sedentary behaviors to physical activities in their study and life, such as using non-seating postures to do school assignments, making time for more physical activities and reducing assignments on weekends.