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Volume 8 – Issue 3 – 2020

Social Media and E-Portfolios: Impacting Design Students’ Motivation ThroughProject-Based Learning
Jae-Eun Oh
The Hong Kong Polytechnic University
Hong Kong SAR, China
Yuet Kai Chan
The Hong Kong Polytechnic University
Hong Kong SAR, China
Kyulee Viviane Kim
The Hong Kong Polytechnic University
Hong Kong SAR, China

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Abstract
University-level classrooms have seen a massive transformation from instructor-led to studentcentered education, with many courses adopting project-based learning as an effective learning
approach. As students become key actors in leading their courses, it is necessary to have highlevel intrinsic and extrinsic motivation. In the search to enhance student motivation using
project-based learning, this article proposes a framework based on self-determination theory,
including various indicators of the level of students’ motivation for learning. In particular, theframework was applied to explore the effectiveness of employing social media, such as
Facebook, to increase student motivation. The results of this study demonstrate the usefulnessof employing social media to amplify students’ will to learn. This article reports on the resultsof action research in creative media design courses where students were required to develop
an e-portfolio through Facebook. Eleven indicators (autonomy, confidence, eagerness to learn,high performance, independence, enjoyment, self-efficacy, sense of achievement, sense of
belonging, sense of engagement, and sympathy) were used to measure motivation. As a result,
this study argues for the conditional use of social media in project-based learning classes.
Keywords: creative media design course, e-portfolio, project-based learning, selfdetermination theory, student motivation, social media

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With the rapid onset of technological advancement, higher educational institutions havebecome more willing to adopt social media to create a diverse learning experience for students.
As teaching turns to focus more on student-centered pedagogy (Dunn, 2013), educational
sectors are exploring different platforms to engage and motivate students in their learning (Ohet al., 2018). Among these education platforms, social media, especially Facebook, has become
one of the most effective pedagogical tools, hosting blended learning platforms (McCarthy,
2010) to supplement traditional lectures. Employing social media in higher education canenhance the level of motivation for learning in students, who already utilize these platforms
every day. Social media also helps students easily find information, enabling them to solve
problems they encounter while doing their assignments, while the accessibility of using smart
devices transcends the space and time of a physical classroom.
Social networking sites can assist students in interactive discussions that determine thepotential for independent learning (Rasiah, 2014). They empower a transformation in students
from passive listeners to active, intentional learners, which is the key to independent, studentcentered learning (Ziegler, 2007). This approach is being applied across different disciplines,
including subjects under project-based learning.
Project-Based Learning (PBL) is an essential learning process, especially in design-related
disciplines like creative media design. Here students learn by doing, constructing their own
knowledge and experience (Dewey, 1897). Through PBL, students fully engage in theirlearning, applying the skills and knowledge they attain in their classes to projects for solving
authentic problems. PBL’s philosophy is that learning can be more engaging when students
initiate it through what they want to know rather than instructed by teachers (Lenz et al., 2015).
According to Blumenfeld et al. (1991), providing students with challenging, authentic
problems widens their interpersonal, experiential, and multidisciplinary skills. Most
importantly, PBL motivates students to engage with the project, which in turn promotes interestin learning and enhances their level of understanding. Kolb (1984) argued that by observing
and participating in PBL, students build experiences, constructs, and abstract concepts. They
also partake in experiential learning cycles that help them generalize, internalize, andconceptualize their understandings. Through this progression, students may acquire and apply
knowledge, increase engagement, attain achievements, and gain confidence, until eventually
their level of motivation remains high (Blumenfeld et al., 1991).
As traditional PBL consists of face-to-face methods such as tutorials, and critique sessions,many teachers and students do not find it conducive to use PBL with standard eLearning
systems in the classroom. PBL is rarely used in conjunction with online platforms in creative
media or design (Park, 2011). However, with the active development of social media, daily
communication and the dynamics of the classroom have changed. Heikkinen (2012) argued
that an overall integration of social media could attract students’ attention through its
simplicity, flexibility, and freedom of speech. Using social media as an eLearning platform
means that teachers can use existing models to infiltrate these established platforms for PBL
and integrate learning into students’ lives without them realizing it. Supplementing projectbased learning with social media also allows students to experience self-learning and provides
a sense of achievement.
Furthermore, social media might provide a means for students to stay intrinsically motivatedthroughout a project. Since technology breaks the barriers of the physical classroom, students,
classmates, and educators can connect in cyberspace, which is impossible in traditional PBL.
They are able to use functions like online discussion forums, bulletin boards, and instant43

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messaging programs to communicate and share their thoughts and feedback with each other ona daily basis from outside the physical classroom space.
Greenhow and Lewin (2015) claimed that the function of social media is to promote individual
users through profile pages. For students in design, it is crucial to have a channel to show theirwork to the world. Social media, with its accessibility and convenience, has the potential to bea very effective platform to store and promote an individual’s portfolio. As in many fields, themajority of today’s design students use social media daily for various purposes, of which a
certain proportion includes dealing with their studies. Clearly understanding the pros and consof blending social media with design education would be beneficial to the future of pedagogicaldevelopment. However, there is limited research related to the influence of social media on
design students’ learning processes and outcomes under project-based learning.
This paper investigates the topic of design student motivation when incorporating social media
into the project-based learning process. Considering that e-portfolios are closely related to
students’ lifelong, independent learning, this study uses e-portfolios as a device to explore theinfluence of social media on students’ intrinsic motivation under project-based learning. It aids
current efforts to motivate students and help faculty members in the field who aim to foster
student motivation using blended learning methods. To achieve this, the research addresses thefollowing questions:
1. What are the factors that enhance student motivation in creative media courses?
2. How does the usage of social media benefit the learning of creative media students?
3. What impact does an e-portfolio have on the motivation of students engaged in projectbased learning?
Literature Review
Project-Based Learning in Creative Media Courses
In creative media courses, education faces the key challenge of continuously motivating
students in order to prevent them from losing interest in creative pursuits. Project-basedlearning allows students to challenge themselves through the independent learning process interms of seeking solutions. Filmmaking projects, for example, including live-action andanimation, provide students with creative freedom. These works represent students’ solutions
to problems and reflect knowledge developed in real-world situations, as the films they produce
must be concrete and explicit (Blumenfeld et al., 1991). The final films ignite a sharing session
among the learners, where students reflect on the steps that they have taken to build solutions
to authentic problems, as well as what they have learned from the experiences and how they
can improve their situation for the next round.
PBL is “a model that organizes learning around projects” (Thomas, 2000, p. 1) and involves
integrating project assignments into the curriculum. PBL has become a common practice forpromoting independent learning in students. Kolb (1984) argued that project-based learning
provides students with a completely experiential learning cycle and gives students aperspective of experience, perception, cognition, and behavior along with their learning.
Students in PBL courses develop concrete experience, reflective observation, abstract
conceptualization, and active experimentation (Ma, 2016). This cycle helps enhance student
motivations by using real-life, authentic problems and giving students ownership of theirprojects. They deal with real-world situations where they learn to build practical solutions
beyond their domain knowledge and learn by constructing their own experiences. Additionally,

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Blumenfeld et al. (1991) stated that these projects promote deep understanding, as students
acquire knowledge and application of layers of information to improve their competence inthinking. With improved cognitive skills, students have the freedom to construct and direct
their education as independent learners, meaning no more step-by-step commands by teachers(Lenschow, 1998).
Student Perception of Social Media in the Learning Experience
Researchers have found that the use of social media in higher education provides acollaborative setting for learning, permitting increased peer collaboration as well as interaction
between educators and students (Collins & Halverson, 2010; Wodzickiet al., 2012). Unlike theprevious generation, most college students are Generation Z who were born between 1995 and2012. They are technologically savvy, and utilize social media daily (Singh, 2014). Palfrey and
Gasser (2013) argued that those digital native students from the generation born into the digitalage perceive the world differently from prior generations. Their perceptions are rooted in looser
concepts of privacy, self, friendship, information ownership, communication styles, creativity,
threat, and productivity than previous generations. They perceive social media as part of theirlives and feel no reluctance in accepting it in their coursework. They see social media as apositive phenomenon that brings active dialogue and engagement with teachers and peers, andit can foster a positive relationship with faculty members, breaking down the characteristic
barriers between teachers and students in a traditional classroom.
To these students, teachers appear more approachable and interactive on the social media, as
they can engage in communication without physical boundaries. Mazer et al. (2007) suggested
that cultivating a rapport between student and teacher can ultimately create a positive learning
experience for both parties, as educators have been acknowledged as an influencer on student
learning and the academic achievement at the interpersonal level (Rodriguez-Keyes et al.,2013). Shen et al. (2006) claimed that teacher presence influences student motivation, course
engagement, learning achievements, and intention to use social media. Social media can not
only help spark active dialogue sessions between teachers and students, but also foster a peerto-peer learning environment. Sharing of ideas and exchanging feedback are other motivating
factors for students.
Student Motivation with the Aid of Social Media Platforms in PBL
Facilitating an exchange of ideas and knowledge among participants in a learning community
increases the intrinsic motivation to learn (Koh et al., 2010; Rasiah, 2014). Blumenfeld et al.
(1991) posited simply including high-level projects that are interesting and meaningful tostudents is not a guarantee that students will be motivated to acquire the knowledge anddevelop the skills to complete them. Researchers have discovered that social media can play
an essential role in increasing student motivation and enhancing the learning environment.
These innovative means can alter the nature of learning boundaries and lead to the developmentof student teaching (Celik et al., 2014).
Creative media courses provide students with artistic goals. Supplementary external effects,
such as seeing their peers’ artwork receive attention online, may accelerate students’ intrinsic
motivation and create long-lasting effects. Receiving online peer comments and reviews canhelp students become more engaged. Student engagement consists of students demonstrating
their interest and involvement in learning, and their connectedness to their school, and eachother (Axelson & Flick, 2010). By using social networking sites, students can foster a sense of
belonging in a virtual community where they showcase their work. In this space, two things
happen: people see the students’ work, and students see their classmates’ work. The online

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space becomes a self-perpetuating cycle of feedback through the standard of quality
continually improves through active dialogue sessions with peers and teachers. Social media
can offer opportunities for teachers and students to cultivate their interactions, which caneventually generate a positive learning experience for both parties (Mazer et al., 2007). PBL
also promotes sharing sessions among learners to help students construct individual solutions
and create knowledge through experience. The purpose of social media coincides with PBL
when it comes to creating social interactions among the learner groups. With the aid of social
media platforms, PBL could provide many more opportunities to spark student motivation
especially with its essential characteristics of interactivity and direct engagement.
Research Methodology
Recognizing its effectiveness in blending real-life problems with education, PBL has been
accepted by a wide array of disciplines, especially in the applied sciences, such as engineering(Lehmann et al., 2008), and business and management (Hogue et al., 2011). Design as an
academic discipline often requires project-based pedagogy to help students apply theiranalytical skills, recognize problems, and build contextual knowledge in order to derive
optimal solutions. Design education often adopts PBL, especially in studio settings, wherestudents ponder “complex and open-ended problems,” and experiment with various solutions(Kuhn, 2001, p. 351).
This study employed action research in an undergraduate digital media design course for twosemesters at The Hong Kong Polytechnic University. Action research is appropriate here
because it allows interaction between researchers and informants. It also balances problemsolving actions implemented in a collaborative context with data-driven collaborative analysis
or research to understand the underlying causes, enabling future predictions about personal andorganizational change (Reason & Bradbury, 2001). With the ethics approval from theuniversity research office, a total of 60 students comprised the participants. They were asked
to create an e-portfolio using social media. A total of 60 students participated, and they wereasked to create an e-portfolio using social media. Researchers, in their role as instructors of thecourse, were able to actively be involved in “reflective thought, discussion, decision andaction” (Adelman, 1993, p. 8) during the development of the e-portfolio. Given thecharacteristics of this study, action research is able to affect both instructors and students
through an improved understanding of the process.
Two sets of qualitative data were collected from the 60 students’ self-reflective journals andfocus group interviews (Lederman, 1990). The results of the study aimed to identify theeffectiveness of social media on students’ motivation. The research was conducted in a period
longer than 16 months, which allows participants to experience the entire process of theparticular projects with the integration of social media. Social media was used as a learning
tool for two consecutive semesters, including an animation-based assignment and the final
project of the academic year. Participants were required to use designated social media
platforms to showcase their works on a weekly basis and submit a self-reflective journal at theend of the two semesters. This became a formative process for constructing their own eportfolio.
Focus group interviews were conducted after the completion of each semester in order tocollect data from fresh memories.

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Figure 1: Action research process
Conceptual Framework
To further explore the motivation of students using social media in project-based learning
courses, this study adopted self-determination theory (SDT) and the motivational attributes of
PBL (Blumenfeld et al., 1991) as the basis for action research. Self-determination theory (SDT)
was developed by Deci and Ryan in 1985. It is a theory of motivation that concerns innate
psychological needs as well as the external conditions that form the foundation of a person’s
self-motivation and individual personality (Cooper, 2014). This view has since evolved toinclude intrinsic motivation, by which researchers refer to an individual’s internal interest andsatisfaction. According to Ryan and Deci (2000), the more a person’s needs for competence,
relatedness, and autonomy are satisfied, the more intrinsically motivated that person will be inany given situation.
Under SDT, Deci and Ryan (2002) define as “feeling effective in one’s interactions with thesocial environment and experiencing opportunities to exercise and express one’s capacities”(p. 7), and relatedness as “caring for and being cared for by others, having a sense of
belongingness both with other individuals and one’s community” (p. 7). Autonomy ischaracterized by “choice, acknowledgment of feelings and opportunities for self-direction,”and “a sense that one’s actions are self-determined or self-authored” (Deci & Ryan, 2002, p.
8). Regarding motivation in project-based learning, Blumenfeld et al. (1991) proposed several
factors to help students maintain motivation across an entire project. These motivating factors
include a) interest and value, b) perceived and achieved competence, and c) task focus.
Researchers have suggested that these factors should be considered when designing a project
to create motivation from the students’ perspective (Hilvonen & Ovaska, 2010). For interestand value, students are more motivated when:
•
•
•
•
•
•

tasks are varied and novel;
problems are valuable and authentic;
projects are challenging;projects have a defined ending;choices can be made by students; andcollaboration opportunities are available (Blumenfeld et al., 1991).

In the case of perceived and achieved competence, students require access to information andexamples that can help them understand the project in its entirety. Students are more motivatedin the following situations: their knowledge is sufficient and they have a specific skill to carryout the project; they are proficient in using relevant tools or skills; they are proficient in using
the cognitive and metacognitive skills required to plan, make and test predictions, as well asinterpret evidence and determine solutions; and they perceive the role of errors.

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For task focus, researchers emphasize that the learning environment affects student motivation.
If teachers make performance orientation the class focus, for example, students may not engage
with the topic in a manner that promotes in-depth understanding as much as when they are in
student-centered classroom. When enhancing student motivation and engagement, teachers’role place critically.
The conceptual framework for this research was developed using the primary motivators within
SDT (Competence, Autonomy, and Relatedness) and the motivational attributes of PBL in
Blumenfeld et al. (1991). It also provides the basis for designing questions for the semistructured interview.
In Table 1, the right-hand column, ‘Possible motivational indicators for PBL when using social
media’ presents a conceptual framework adapted from SDT and Blumenfeld. This column
shows the motivational indicators for the situation specific to our research.
Table 1: Conceptual framework

Competence:- Learners feel
effective in theirinteractions with thesocial environment- Learners experience
opportunities toexercise and express
their capabilities

Autonomy:- Choice- Acknowledgment of
personal feelings- Opportunities for
self-direction- Sense that learners’
actions are selfdetermined or selfauthoredMotivational attributes of PBL(Blumenfeld et al., 1991)
Perceived and achieved
competence:- Sufficient knowledge- Skill with tools- Problem-solving skills- Understanding of the role oferrorsInterest and value:- Various novel projects- Challenging projects- Authentic problems
Interest and value:- Freedom over project
performance
Task focus:- Classroom setting- Role of educators- Encouragement from teachers- Supportive learning environment

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Possible motivational indicators for
PBL when using social media
Knowledge and understanding:- Students know how to use
domain-specific knowledge
through interactions with teachersand peers- Students use different social
media platforms to learn various
skills- Students communicate throughsocial media, increasing
competence and understanding
Independence and control:- Students feel empowered to maketheir own choices when it comesto selecting preferred online
learning platforms- Students use social media
platforms for their own selfdirected learning- Students gain confidence byhaving control over their PBL
subject through active interaction
with teachers on social media

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Relatedness:- Learners become
caring and cared forby others- Sense of belonging,both with otherindividuals andwithin thecommunity oflearners

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Interest and value:- Opportunities for collaboration

Interconnectedness:- Students share their understanding
each other and learn from each other- Students feel a connection to eachother in cyberspace- Students improve this connection
by receiving feedback and sharing
opinions- Improvement of student-student
and student-teacher relations- Students feel a sense of belonging
to their social media groups andlearning community

By carrying out the action research, participants experience the process of integrating social
media in their study. At the end of the semester, self-reflective journals from 60 participants
were collected with their consent. These self-reflective journals provided information about
participants’ journey and thought in the process of creating e-portfolio. The information thatreflects the benefits and disadvantages of using social media is extracted for data analysis.
Participants were then divided for the focus groups interviews. A semi-structured questionnaire
is formulated with reference to the conceptual framework (Table 1) for identifying
motivational indicators for PBL when using social media.
Data collected from the self-reflective journals and focus group interviews were combined fora qualitative analysis. Researchers analyze the data through a coding process. The first code
identified a common pattern and constructed the first set of motivational indicators. The second
code incorporated motivational attributes in the conceptual framework and codified the first
set of motivational indicators to describe the results of this study.
Results and Findings
The Willingness to Use Social Media
According to the results, the majority of participants claim that they often use social media intheir daily lives. The social media they often use is Facebook or Instagram. They found thatdifferent functions on social media platforms do, to a certain extent, help them finish theirtasks. The most helpful functions are discussed here.
•
•
•
•
•
•

Posting functions. This helps in collecting fresh opinions or asking for resources likecasting actors for content design projects. Some students mentioned that they use a“time dynamic” function, which only allows others to view their posts within 24 hours.
Saving posts. Students always save interesting posts for references.
Post forwarding. Students may forward information to others or share relevant material
to group mates.
Following pages or people. This is used to receive and review up-to-date information.
This information includes both local and overseas works, which provide students achance to learn by comparing works from different regions.
Leaving comments. Participants will often leave their opinions on others’ posts or readthe comments on their posts from others.
Group chats. Students can use the group chat function to communicate with their groupmates.

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The results show that all participants use social media in their daily lives. The majority ofparticipants have experience and a high level of familiarity with social media. They have clear
ideas about using the functions of the platforms, which indicates that they do not have technicalbarriers in operating them. Interestingly, however, they have various opinions about utilizing
social media in their study, especially creating e-portfolios.
Barriers to Using Social Media for e-Portfolios
Most of the participants replied that they would not use social media for their e-portfolio if theteacher did not require it. The reasons for the low willingness to prepare an e-portfolio can besummarized into three points. The first is task priority. Some students found the e-portfolio
useful and believe it did help them to finish their task. These students also answered
affirmatively when asked whether they would use social media if their teacher did not requirethem to do so. However, when comparing actual rewards, such as grades, even these students
put their school assignments as the first priority. They believe building an e-portfolio lacks
formal instruction and a detailed marking scheme, making it more flexible than othercoursework like the final year project (FYP). They would rather put their effort on the FYP orother coursework, than sacrifice the time on preparing content to post to social media andupdate their e-portfolio frequently.
The second point is the issue of privacy. Some students place high value on privacy and feelthat exposing their work, especially when unfinished, is a breach of this belief. They prefer tokeep their projects in high secrecy until it is complete. Even in this study, where they are
required to upload their ongoing work frequently, students often treated the project as an
assignment to be completed and would not post much detail about their work’s progress.
The third relates to the students’ discipline. Video-streamed students indicated that an eportfolio is not really useful for their career development due to their belief that the filmmaking
industry only considers final works. It is difficult to show pre-production or production
processes online like animation students do. By contrast, a few students stated that they would
use social media and e-portfolios even if they were not required to. These participants
comprised animation or photography students. They believe they need a platform to share theirworks with the public and contact potential employers.
Benefits to Using Social Media in Education
Despite some hesitation in building their online portfolio, all participants agree that posting
their works and communicating through social media does, to a large extent, bring them certain
benefits. They believe that when they put more effort into the works they post, they can geteven better feedback than expected. The benefits of using social media in this study aresummarized as follows:•••

A feeling of accomplishment. Self-accomplishment is the major benefit that students
found from using social media. They are motivated when they receive comments(primarily positive) from others. This triggers them to put in more effort and do betterin their creation.
Selective and autonomous. Social media allows students to choose freely what theywant to learn according to their own preferences. They can find related learningmaterials by themselves, instead of relying only on teachers. In addition, students are
given the flexibility to adjust the learning pace according to their own needs.
Facilitate communication. Compared with face-to-face teaching or tutorials, social
media creates another convenient channel for communication between students and50

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teachers. Other students found it very useful in actor recruitment exercises. Still others
believe it is useful for career promotion, as it is a very direct way to meet people meet.
Students found that many companies would contact them through social media forfurther collaboration.
No limitation on time, distance, or access. With social media, students can learn
anytime and anywhere. They can repeatedly access online materials, while traditional
teaching can only provide the lesson once at a particular time and venue. Participantsalso appreciate that social media allows them to reach up-to-date global information.

Motivational Factors Enhanced by Building e-Portfolios through Social Media
Participants recognized that creating an e-portfolio on social media enhances their motivationin various perspectives. The most commonly mentioned motivation factor comes fromfeedback they receive from peers, teachers, or the public. Receiving positive comments fromothers created a sense of accomplishment. This brings satisfaction; while at the same time, it
drives them to improve and produce increasingly better works. It fosters positive competition
and facilitates peer encouragement.
Another motivating factor relates to the communication advantages brought about by social
media. Since social media connects people in the virtual space without limitations of time or
distance, participants claim to feel more connected with the world. They feel as though otherpeople are able to understand them well, and also come to better understand themselves throughthis communication. In turn, this motivates them to put more effort into updating theirportfolios frequently.
Many participants enjoyed the freedom they experienced in this study. While required byteachers to update their e-portfolio frequently, all the content was their own design and they
had absolute control in deciding what content to post. Therefore, they felt a strong sense ofownership. Thanks to this self-determination, they were more willing to contribute to their eportfolio. Some participants mentioned that using social media enhanced their interest in theirdiscipline by allowing them to reach more relevant information and up-to-date trends withfewer barriers. This provided students with varied inspiration when generating ideas.
Discussion
The Use of Social Media and Motivation in Creative Media Students
In analyzing the conceptual framework and the study results, social media does produce a
positive effect on the motivation of students in project-based learning programs. The
motivation facilitates an internalization of extrinsic factors into intrinsic motivation. These
intrinsic motivations, all favorable to creativity, can be consolidated into four motivation
factors: competence, autonomy, relatedness, and interest.
For competence, when students gain self-accomplishment by receiving comments or
encouragement on social media, they understand their own capabilities better. This enhances
their understanding of their perceived knowledge and skills and gradually develops their selfefficacy. Bandura (1997) described self-efficacy as “belief in one’s capabilities to organize andexecute the courses of action required to produce given attainments” (p. 3). It is one of thedriving forces for creativity, as it reinforces the motivation of people to attempt creative
outcomes (Tierney & Farmer, 2002). Therefore, the use of social media is beneficial to creative
media students, not only for their learning motivation but also for enhancing their creativity.

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Next, the results of this study show that students received opportunities for self-determinationand independent choice throughout the entire experience of using social media and creating eportfolios. Unlike other assignments, this experience perfectly matched the project-basedlearning approach. Students achieved a high level of freedom and control over their project
performance, resulting in a sense of ownership. Deci and Ryan (1985) identified this as
autonomy. The generation of creative ideas, as well as the design process, requires boundlessspace to explore and take risks. The more the students are free from regulation, the morecreative they can be (Deci & Ryan, 1985; Shalley & Gilson, 2004).
Regarding relatedness, the purpose of social media is often to intensify the connections
between people. Our findings indicate that the use of social media lowers the barrier ofcommunication between peers, between students and teachers, and students and the public. In
addition to receiving feedback, students are able to build connections with communities
relevant to their preferences. Social media provides students with a clear sense of belonging,which can then enhance their motivation. The need for relatedness may change depending on
age or culture, however. When Hasan and Hynds (2014) investigated the relationship between
relatedness and motivation, the results showed that young people value their relationship withparents and teachers. This communication positively affects their motivation. Students may
also feel more secure in expressing their ideas in a familiar community.
The use of social media provides a greater opportunity for students to reach content relevant totheir interests. This enhances student interest and enjoyment in learning. Izard (2013) statedthat interest forms the basis of intrinsic motivation. At the same time, interest also plays acrucial role in creative studies. By leveraging interest and enjoyment, students are more willingto explore novel ideas and exert their creative potential (Moneta, 2004). In summary,integrating social media into creative media programs enhances students’ motivation in various
perspectives: competence, autonomy, relatedness, and interest. This can influence theircreativity, and the creativity of students largely affects their overall learning outcomes.
Motivation Indicators for Students in PBL Programs Using Social Media
Previous studies and theories agree that PBL has a favorable effect on student motivation. The
results of this study are consistent with this line of thought and propose that social media canstrengthen the influence of PBL on motivation.
As shown in the diagram below, PBL and social media work as attributes to motivate students,
and together can induce 11 different motivational indicators when students perform well.
Figure 2 below illustrates the theories and the results of this study.

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Figure 2: Eleven motivators and motivational indicators through PBL and social media
Social Media: Pros and Cons for Creative Media Students
The results of this study confirm that social media has its own advantages in increasing student
intrinsic motivation, which is beneficial to design students like those in our program. It is alsosignificant in the autonomy it provides to students during the process. However, not all students
enjoy this type of freedom; in fact, student’s own self-regulation mostly matters. If students
are active learners, the freedom inherent to using social media can foster their motivation tolearn and create better works; in contrast, if they are passive learners, the excessive information
available on social media may confuse them. They often need more extrinsic motivation to
encourage them for learning, so traditional face-to-face learning may work better with thesestudents.
Moreover, formally incorporating social media into certain subjects and asking students tocreate an e-portfolio for assessment purposes can sometimes hinder student motivation. Whenposting on social media becomes compulsory, students may treat it as part of the coursework
exercise. This can easily create resistance and pressure in students, as it violates theirperception of social media as separate from study. It may discourage students’ creativity while
creative media programs in particular encourage creativity as a core teaching philosophy.
Therefore, integrating social media into studies may be the pros and cons that need to beconsidered.
Conclusion
This study was designed to explore how social media can benefit the learning of creative media
students, as well as the impact of project-based learning on student engagement and motivation
when adopting SDT. As a result, researchers learned that using social media to create eportfolios enhances students’ intrinsic motivation. Specifically, students were motivated tomaximize independent learning outcomes by obtaining seamless communication with peers,
instructors, and public viewers outside of the classroom. Furthermore, the framework identified
eleven indicators of students’ motivational status for teachers to assess during a course.

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This research yields a significant discussion of two leading trends in undergraduate education
today. One trend is the rapid technological development of various educational tools andteaching materials. The other trend is the growing appreciation of student-centered learningmodes. When face-to-face learning is limited, for example, during the COVID-19 outbreak,multiple technologies were adopted to develop distanced, online, virtual, and independent
learning approaches (Chick et al., 2020). Aside from developing innovative solutions forvirtual interaction between students and lecturers, it is also important to inquire into how we
can effectively motivate independent learners at home. This research demonstrates that theaccessible nature of social media makes it a relevant starting point to investigate this matter.
While this study does not cover creative media design classrooms in general, the action
research and focus group interviews with learners found here can provide a deeper
understanding and insight into the various approaches used to motivate students. Future
researchers should attempt to validate these findings and develop the variety of demographicsof the participants. Further studies could discuss different types of schools for comparison. A
comparative study would be a logical and meaningful way to cover a wide range of respondents
and verify the findings. To meet the new trend to engage in digital technology daily, theeducational device also needs to transform. Building this study for future research enhances
student-led independent learning mode for the sake of their fruitful future. Motivating students
is always a critical factor in education, hence, encouraging them with different opportunities
will be the key element to maintain to be motivated.
Acknowledgments
The work described in this article was fully supported by a grant from The Polytechnic
University Hong Kong (Project No. 1-ZE8M). We also express our sincere thanks to Dr. Henry
Ma from The Hong Kong Polytechnic University School of Design for his input on thedevelopment of the research. We also appreciate our research team and participating students
for their efforts and passions toward a future student-oriented education.

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Corresponding author: Yuet Kai Chan
Contact email: amelie.chan@polyu.edu.hk

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