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This section builds the foundation of the empirical study (Section 3). It distinguishes six thematic sections of the possible future development of social media and formulates specific projections, which are used for the expert questioning. The sections are: interactive technologies, platform development, relationships to news media, institutional and organizational users, and effects of social media on the individual and the society. In these clusters, we formulated 50 projections, which refer to the most relevant social platforms such as Facebook, Instagram, WeChat, WhatsApp, TikTok, and YouTube [10].
One of these technologies that is already integrated into several digital services is Augmented Reality (AR), which adds virtual objects to the real physical world [5,16,17,18], and Virtual Reality, which creates an artificial environment for the user to immerse in [16,18,19,20,21,22,23,24]. In social media, AR is most commonly used in the shape of face filters, for instance on Snapchat. Furthermore, Facebook created a platform called Spark AR that allows users to create their own AR filters and effects for Instagram [25]. In addition to that, Facebook is working on a social VR experience that can be described as an interactive virtual world, where users can play, create, and explore together [26]. Therefore, we state the following projections: P1. Apart from text-, image-, and video-based social media platforms, also platforms mainly based on virtual reality will emerge. P2. Some social media platforms will use augmented reality (e.g., to display information or commercials while looking at things).
However, also the opposite is possible, i.e., national governments regulate social media operators more strictly to break their predominant market power. For example, Facebook, which operates the Facebook platform, Instagram, and Whatsapp, could be forced to split up into three separate companies. A possible development could be: P15. State governments will break social media platform providers to de-monopolize the market.
In contrast, the experts do not expect several developments to happen that were addressed in further projections. Regarding the interactive technology, they do not see that social media will address the olfactory or gustatory sense. Also thought-based interaction is not expected, at least not in the given timeframe. The change of social media platforms will not include their unification to one large network. National governments will neither de-monopolize large social media operators nor encumber them with regulations which might inhibit their further development. It is also not expected that political campaigns will be banned from social media. The experts do not see positive effects on individuals caused by social media, such as an increased general wellbeing or more real-life social contacts. Several societal effects induced by social media can also be negated. For example, social media will have no effects on birth rates, will not increase public health, and not reduce pollution.
The negative consequences of intensified social media use that have already been addressed above in regard to the advancement of interactive technologies are confirmed and specified in this section on the individual effects. As social media becomes even more ubiquitous, individual disorders become societal ones, which might call for public health initiatives. However, clear policies are difficult to identify as individual happiness and public health do not necessarily go hand in hand [151].
Training of Trainers sessions was focus on new methodology of adult learning and experiential and interactive approach stressing critical thinking skills. Attention was paid also to some important practical issues. Trainers was taught how to maintain a supportive climate, how to present information in a highly structured and organized way, how to use a variety of modes of presentation to maintain interest, how to provide opportunity for practice or application. Trainers also were taught how the non-verbal communication provides useful feedback to trainers and how it should be used. In a training session four different aspects of the learning process was distinguished: knowledge, skills, attitudes and values.
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