References  

ABC News. (2020, May 6). Home-school heroes: Learning through social media. [Video]. https://www.youtube.com/watch?v=Ord5X85DobU 

Abed, F., & Barzilai, S. (2023). Can students evaluate scientific YouTube videos? Examining students’ strategies and criteria for evaluating videos versus webpages on climate change. Journal of Computer Assisted Learning, 39(2), 558–577. https://doi.org/10.1111/jcal.12762

Agapie, E., Chang, K., Patrachari, S., Neary, M., & Schueller, S. M. (2022). Understanding mental health apps for youth: Focus group study with latinx youth. JMIR Formative Research, 6(10), e40726. https://doi.org/10.2196/40726

Alqahtani, S. I., Yafooz, W. M. S., Alsaeedi, A., Syed, L., & Alluhaibi, R. (2023). Children’s safety on YouTube: A systematic review. Applied Sciences, 13(6), 4044–. https://doi.org/10.3390/app13064044

Apps for Mental Health. (n.d.). CAMH. https://www.camh.ca/en/health-info/mental-health-and-covid-19/information-for-professionals/apps-for-mental-health

Boak, A., Elton-Marshall, T., & Hamilton, H. A. (2021). The well-being of  Ontario students: Findings from the 2021 Ontario student drug use and health survey. Centre for Addiction and Mental Health (CAMH). https://www.camh.ca/-/media/files/pdf---osduhs/2021-osduhs-report-pdf.pdf

Cacho, J.F. (2020). Using Discord to improve student communication, engagement, and performance. UNLV Best Teaching Practices Expo. 95. https://digitalscholarship.unlv.edu/btp_expo/95

Chao, M., Lei, J., He, R., Jiang, Y., & Yang, H. (2023). TikTok use and psychosocial factors among adolescents: Comparisons of non-users, moderate users, and addictive users. Psychiatry Research, 325, 115247–115247. https://doi.org/10.1016/j.psychres.2023.115247

Chen, S. S., Lam, t. P., Lam, K. F., Lo, T. L., Chao, D. V. K., Mak, K. Y., Lam, E. W. W., Tang, W. S., Chan, H. Y., & Yip, P. S. F. (2022). The use of close friends on Instagram, help-seeking willingness, and suicidality among Hong Kong youth: Exploratory sequential mixed methods study. Journal of Medical Internet Research, 24(10), e37695.  https://doi.org/10.2196/37695

Cheng, Q., Lui, C., Ip, F. W. L., & Yip, P. S. F. (2021). Typology and impact of YouTube videos Posted in response to a student suicide crisis: Social media metrics and content analyses. JMIR Mental Health, 8(6), e15551–. https://doi.org/10.2196/15551

Choi, A. (2018), Emotional well-being of children and adolescents: Recent trends and relevant factors. OECD Education Working Papers, No. 169, OECD Publishing, Paris, https://doi.org/10.1787/41576fb2-en

Chin, C. E. (2021). Channelling the community: Discord users’ understanding of community and mental illness [Thesis, Université d’Ottawa / University of Ottawa]. https://doi.org/10.20381/ruor-27278

Cipoletta, S., Malighetti, C., Cenedese, C., & Spoto, A. (2020). How can adolescents benefit from the use of social networks? The iGeneration on Instagram. International Journal of Environmental Research and Public Health, 17(19), 6952. https://doi.org/10.3390/ijerph17196952

Craig, Chris, and Robin Kay. Examining the Discord application in higher education: A systematic review of the literature. Journal of Digital Life and Learning 2, no. 2 (2022): 52–66. https://doi.org/10.51357/jdll.v2i2.205

Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game-based learning in a Shanghai primary-school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. https://doi.org/10.1111/jcal.12438

Duvvuri, A., Kovvuri, N., (2023). Comparative study of anxiety symptom’s predictions from Discord chat messages using automl. CS & IT Conference Proceedings, 13(2), Article 2. http://csitcp.com/abstract/13/132csit02

Erarslan, A. (2019). Instagram as an education platform for EFL learners. TOJET: The Turkish Online Journal of Education Technology, 18(3), 54-69. http://search.proquest.com.uproxy.library.dc-uoit.ca/scholarly-journals/instagram-as-education-platform-efl-learners/docview/2275065387/se-2

Faelens, L., Hoorelbeke, K., Cambier, R., Van Put, J., Van de Putte, E., De Raedt, R., & Koster, E. H. W. (2021). The relationship between Instagram use and indicators of mental health: A systematic review. Computers in Human Behaviour Reports, 4. 1000121. https://doi.org/10.1016/j.chbr.2021.100121

Gebremariam, M. K., Henjum, S., Terragni, L., & Torheim, L. E. (2020). Correlates of screen time and mediators of difference by parental education among adolescents. BMC Pediatrics, 20(1), 279-8. https://doi.org/10.1186/s12887-020-02181-y

Giedd, Jay N., M. Keshavan, and T. Paus. (2008). Why do many psychiatric disorders emerge during adolescence? Nature Reviews, Neuroscience, Vol. 9/12, pp. 947–57, http://doi.org/10.1038/nrn2513

Khalaf, A. M., Alubied, A. A., Khalaf, A. M., & Rifaey, A. A. (2023). The impact of social media on the mental health of adolescents and young adults: A systematic review. Cureus, 15(8), e42990. https://doi.org/10.7759/cureus.42990

Khlaif, Z., & Salha, S. (2021). Using TikTok in education: A form of micro-learning or nano-learning? Interdisciplinary Journal of Virtual Learning in Medical Sciences (Online), 12(3), 213–218. https://doi.org/10.30476/ijvlms.2021.90211.1087

Latha, K., Meena, K. S., Pravitha, M., Dasgupta, M., & Chaturvedi, S. (2020). Effective use of social media platforms for promotion of mental health awareness. Journal of Education and Health Promotion, 9(1), 124-124. https://doi.org/10.4103/jehp.jehp_90_20

Lin, Z. (2023). Analysis of the psychological impact of TikTok on contemporary teenagers. SHS Web of Conferences, 157, 1024–. https://doi.org/10.1051/shsconf/202315701024

Lopez, I. S., & Apin, A. (2019, February 21). SOCIAL MEDIA Enhancing Student’s Academic Performance [Video]. YouTube. https://www.youtube.com/watch?v=UM5bxbosgD8

Moreno, M. A., & Uhls, Y. T. (2019). Applying an affordances approach and a developmental lens to approach adolescent social media use. Digital Health, 5, 2055207619826678–2055207619826678. https://doi.org/10.1177/2055207619826678

Nesi, J., Wolff, J. C., & Hunt, J. (2019). Patterns of social media use among adolescents who are psychiatrically hospitalized. Journal of the American Academy of Child and Adolescent Psychiatry, 58(6), 635-639. https://doi-org.uproxy.library.dc-uoit.ca/10.1016/j.jaac.2019.03.009

O’Reilly, M., Dogra, N., Hughes, J., Reilly, P., George, R., & Whiteman, N. (2019). Potential of social media in promoting mental health in adolescents. Health Promotion International, 34(5), 981–991. https://doi.org/10.1093/heapro/day056

O’Reilly, M. (2020). Social media and adolescent mental health: The good, the bad and the ugly. Journal of Mental Health (Abingdon, England), 29(2), 200–206. https://doi.org/10.1080/09638237.2020.1714007

OuinoLanguages. (2016, November 10). Language Tips: Using your Phone and Social Media in Language Learning [Video]. YouTube. https://www.youtube.com/watch?v=jo-VcBeTT0g

Ponti, M. (2023). Screen time and preschool children: Promoting health and development in a digital world. Paediatrics and Child Health, 28(3), 184-192. https://doi.org/10.1093/pch/pxac125

Pillion, M., Gradisar, M., Bartel, K., Whittall, H., & Kahn, M. (2022). What’s “app”-ning to adolescent sleep? Links between device, app use, and sleep outcomes. Sleep Medicine, 100, 174–182. https://doi.org/10.1016/j.sleep.2022.08.004

Pires, F., Masanet, M.-J., Tomasena, J. M., & Scolari, C. A. (2022). Learning with YouTube: Beyond formal and informal through new actors, strategies and affordances. Convergence (London, England), 28(3), 838–853. https://doi.org/10.1177/13548565211020545

Public Health Agency of Canada (2022, January 4). Social media use, connections, and relationships in Canadian adolescents. Government of Canada. https://www.canada.ca/en/public-health/services/publications/science-research-data/social-media-use-connections-relationships-canadian-adolescents.html#s2

Sampasa-Kanyinga, H., Chaput J. P., & Hamilton, H. A. (2019) Social media use, school connectedness, and academic performance among adolescents. The Journal of Primary Prevention, 40. 189-211. https://doi.org/10.1007/s10935-019-00543-6

Sha, P., & Dong, X. (2021). Research on adolescents regarding the indirect effect of depression, anxiety, and stress between TikTok use disorder and memory loss. International Journal of Environmental Research and Public Health, 18(16), 8820-. https://doi.org/10.3390/ijerph18168820

Skogen, J. C., Hjetland, G. J., Bøe, T., Hella, R. T., & Knudsen, A. K. (2021). Through the looking glass of social media. Focus on self-presentation and association with mental health and quality of life. A cross-sectional survey-based study. International Journal of Environmental Research and Public Health, 18(6), Article 6. https://doi.org/10.3390/ijerph18063319

Steele, M. A., Power, J., & Smith, H. P. (2022). A functional approach to the assessment of non-suicidal self-injury on YouTube. Issues in Mental Health Nursing, 43(9), 808–817. https://doi.org/10.1080/01612840.2022.2072547

Tan, K. H., Rajendran, A., Muslim, N., Alias, J., & Yusof, N. A. (2022). The potential of TikTok’s key features as a pedagogical strategy for ESL classrooms. Sustainability (Basel, Switzerland), 14(24), 16876-. https://doi.org/10.3390/su142416876

Toombs, E., Mushquash, C. J., Mah, L., Young, N. L., Cheng, C., Zhu, L., Strudwick, G., Birken, C., Hopkins, J., Korczak, D. J., Perhum, A., & Born, K. B. (2022). Increased screen time for children and youth during COVID-19 pandemic. Science Briefs of the Ontario COVID-19 Science Advisory Table, 3(59).https://doi.org/10.47326/ocsat.2022.03.59.1.0

Tutt, P. (2021, March 19). From headache to helpful—Teachers on using TikTok in the classroom. Edutopia. https://www.edutopia.org/article/headache-helpful-teachers-using-tiktok-classroom/

Vaingankar, J. A., van Dam, R. R., Samari, E., Chang, S., Seow, E., Chua, Y. C., Luo, N., Verma, S., & Subramaniam, M. (2022). Social media-driven routes to positive mental health among youth: Qualitative enquiry and concept mapping study. JMIR Pediatrics and Parenting, 5(1), e32758. https://doi.org/10.2196/32758

Valkenburg, P. M., Meier, A., & Beyens, I. (2022). Social media use and its impact on adolescent mental health: An umbrella review of the evidence. Current Opinion in Psychology, 44, 58–68. https://doi.org/10.1016/j.copsyc.2021.08.017

Van Den Eijnden, R., Koning, I. M., Doornwaard, S., van Gurp, F., & ter Bogt, T. (2018). The impact of heavy and disordered use of games and social media on adolescents’ psychological, social, and school functioning. Journal of Behavioral Addictions, 7(3), 697–706. https://doi.org/10.1556/2006.7.2018.65

Vogels, E. A., Gelles-Watnick, R., & Massarat, N. (2022, August 10). Teens, social media and technology 2022. Pew Research Center. https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/

World Health Organization. (2021, November 17). Mental health of adolescents. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health

Wickramanayake, L. (2022). Social media use by adolescent students of Sri Lanka: Impact on learning and behaviour. Global Knowledge, Memory and Communication, 71(1/2), 70–85. https://doi.org/10.1108/GKMC-08-2020-0123

Wulanjani, A. N. (2018, July). Discord application: Turning a voice chat application for gamers into a virtual listening class. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 2, pp. 115-119).

Zheng, K., George, M., Roehlkepartain, E., Santelli, J., Bruzzese, J.-M., & Smaldone, A. (2021). Developmental assets of adolescents and young adults with chronic illness and comorbid depression: Qualitative study using YouTube. JMIR Mental Health, 8(2), e23960–e23960. https://doi.org/10.2196/23960