Abstract
Social media has significantly impacted students’ academic success in recent years. These networks offer plenty of chances and dangers for students from a range of backgrounds. In order to investigate the link between the mediation roles of social contact, social engagement, and collaborative learning on the academic performance of students from Saudi Arabia, this research develops a new framework based on social cognition and constructivism theories. As a result, 318 university students completed a questionnaire that served as the initial dataset for the research study, and the suggested research prototype was comprehensively assessed using SEM. The study’s findings demonstrated how social connection and engagement have always had a significant impact on social impact, support networks, social identity, social presence, and social space. Similarly, it was discovered that social engagement and interaction have always been significantly impacted by collaborative learning and social media use. So, in Saudi Arabia’s higher education, collaborative learning and practical social media use have a strong and considerable impact on students’ academic achievement. Therefore, it is almost certain that this research study will aid university authorities in deciding whether or not completely implement an actual usage of social media for academic purposes in educational institutions throughout Saudi Arabia.
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References
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This work was supported by the King Saud University, Riyadh, Saudi Arabia, through Researchers Supporting Project no. RSP2023R417.
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Almogren, A.S. Art students’ interaction and engagement: the mediating roles of collaborative learning and actual use of Social Media affect academic performance. Educ Inf Technol 28, 14423–14451 (2023). https://doi.org/10.1007/s10639-023-11735-3
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DOI: https://doi.org/10.1007/s10639-023-11735-3