Evidence map›Paper›PMID 32837232›Full record

ArticleEducation and information technologies2020

Gary Motteram, Susan Dawson, Nazmi Al-Masri

Open access · bronzeAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Education and information technologies, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
29.4field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 46 citations in OpenAlex.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors at 2 institutions in 2 countries.

Gary MotteramManchester Institute of Education, University of Manchester, Manchester, UK.ORCID https://orcid.org/0000-0003-4368-6711
Susan DawsonUniversity of Manchester, Manchester, UK.ORCID https://orcid.org/0000-0002-7021-1837
Nazmi Al-MasriIslamic University of Gaza, Gaza, Palestine.
University of Manchester · GBIslamic University of Gaza · PS

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This paper explores the possibilities and challenges of using the social media tool

Indexed as

Distance learningFragile and challenging contextsLanguage teacher developmentMobile learningWhatsApp

Identifiers

PMID32837232
PMCPMC7292933
OpenAlexW3035279448

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.