TIKTOK AS A SUPPLEMENTARY MEDIUM IN EDUCATIONAL CONTEXTS: AFFORDANCES, LIMITATIONS, AND PEDAGOGICAL IMPLICATIONS
Keywords:
TikTok; digital media in education; informal learning; digital literacy; blended learningAbstract
Assimilations Here, the present research looks into the relevance of the TikTok application as a short video delivery platform in the context of educational delivery. This investigation uses a systematic literature review and is qualitative in nature aimed at examining the role of app specific features in informal learning through TikTok app short video content, algorithm-driven personalization, social media as they control the informal learning process. In general, the investigation has implications for the TikTok app as a useful educational tool that makes the educational material more widely accessible, promotes learners’ independence and motivates users through entertaining contents, it even serves as an educational resource when aimed at the youth demographic and its tendency toward fast communication. But, the application of the TikTok app carries with it a host of disadvantages: wrong information sent through the application, the lack of in-depth information, as well as inherent distractibility. Compared to more similar kinds of services, such as Google Classroom and YouTube, this analysis demonstrates that "TikTok offers a great opportunity for capturing interest but does not offer new learning and information," they concluded.
References
Abd Rahman, B. P., Munandar, S. A., Fitriani, A., Karlina, Y., & Yumriani, Y. (2022). Pengertian pendidikan, ilmu pendidikan dan unsur-unsur pendidikan. Al-Urwatul Wutsqa: Kajian Pendidikan Islam, 2(1), 1–8.
Brennen, J. S., & Kreiss, D. (2015). Digitalization. In K. B. Jensen, R. T. Craig, J. Pooley, & E. Rothenbuhler (Eds.), The International Encyclopedia of Communication Theory and Philosophy. Wiley-Blackwell.
Common Sense Media. (2020). Social media, social life: Teens reveal their experiences. Common Sense Media.
Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute.
Obasi, H. U. (2024). TikTok and academic performance: An assessment of Nigerian university students. Journal of Educational Media and Technology, 18(2), 44–59.
OECD. (2021). OECD digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. OECD Publishing.
Prihatin, E., & Sutangsa, S. P. (2025). Transformation of education policy: From concept to implementation in the digital age. Indonesia Emas Group.
Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2011). An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning. Psicología Educativa, 17(2), 163–177.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education. UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y., & Herrman, J. (2020). The education paradox of TikTok. Educational Technology & Society, 23(3), 112–125.
