JMIR Publications

ABSTRACT

Background:

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Objective:

This study investigated the use of social networks as educational tools in the university environment, with the aim of designing and validating the Questionnaire of Satisfaction with Educational Activities Performed on Social Networks (CuSAERS).

Methods:

Employing a mixed and sequential methodology, we explored the perceptions of Bachelor’s and Master’s degree students in Physiotherapy who participated in teaching activities via X.com (formerly Twitter) and Instagram. The first phase of the project identified key dimensions of satisfaction from the literature, expert interviews and cognitive interviews. The second phase assessed the psychometric properties of the CuSAERS in a sample of 150 students, addressing construct validity, internal reliability, concurrent validity and discriminant validity.

Results:

Exploratory factorial analysis revealed 4 dimensions: Perception of Learning, Task Satisfaction, Self-Fulfilment and Motivation. Reliability was adequate, with the robustness of the Perception of Learning dimension standing out. Concurrent validity was confirmed by moderate correlations with the Academic Satisfaction Scale, which supports the usefulness of the CuSAERS in assessing the impact of social networks on student satisfaction. Significant differences were also observed between Bachelor’s and Master’s students, with the latter showing the highest level of satisfaction, possibly due to greater academic experience and digital competence.

Conclusions:

The results suggest that CuSAERS appears to be a valid and reliable tool for measuring student satisfaction with teaching activities on social networks. This instrument could guide teaching practice, optimize pedagogical strategies in digital environments and ultimately promote more meaningful and collaborative learning. Clinical Trial: No applicable.