Effects of social media usage and social media multitasking on the academic performance of university students

Lau, Wilfred W. F.

doi:10.1016/j.chb.2016.11.043

Cited by 319 publications

(280 citation statements)

References 19 publications

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“…Recent studies demonstrated the beneficial effects of social media use for study on school performance [28], while other studies did not show significant correlation between educational use of internet and school performance [26,27]. By including every sort of internet contents for educational purpose, not restricted to social media networking, the present study revealed the discriminated, positive relation between internet use for study and school performance.…”

Section: Discussioncontrasting

confidence: 54%

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use

Kim

Park

et al. 2017

PLoS ONE

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Although overuse of the internet has been suggested to be related to poor academic performance, the effects of internet use for education on academic performance showed conflict results in previous studies. Accordingly, the associations of school performance with internet use for study and for general purpose were explored in a large population of Korean adolescents. Cross-sectional data from the 2013 Korean Youth Risk Behaviour Web-based Survey (KYRBWS) were retrieved for 59,105 12- to 18-year-old adolescents. The associations between school performance and internet use were analysed using multinomial logistic regression with complex sampling. Days of physical activity, sex, obesity, region of residence, income level, parental education level, stress, sleep time, smoking, alcohol consumption, drug use, and total study time were recorded and adjusted for as confounders. Higher school performance was positively associated with longer internet use for study (adjusted odds ratio, AOR, of 2+ h [95% confidence interval] = 2.43 [2.10–2.82], 2.02 [1.78–2.30], 1.66 [1.46–1.89], and 1.30 [1.15–1.47] for performance groups A, B, C, and D, respectively, P < 0.001) but negatively associated with longer internet use for general purpose (AOR of 3+ h [95% confidence interval] = 0.68 [0.60–0.78], 0.85 [0.76–0.94], 0.83 [0.75–0.92], and 0.98 [0.89–1.08] for performance groups A, B, C, and D, respectively, P < 0.001). Higher school performance significantly positively correlated with internet use for study but negatively correlated with internet use for general purpose. Academic use of the internet could be a means of achieving good school performance.

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Section: Discussioncontrasting

confidence: 54%

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use

Kim

Park

et al. 2017

PLoS ONE

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“…On the other hand, while students see the huge potential for learning interactions in SNS, some, prevalently junior students (Junco, ) have voiced out difficulties in regulating their study and social time online (Kitsantas et al ., ; Lau, ). Also, although privacy is not viewed to be an issue among young learners in this study, privacy is a prevalent concern among mature students, hence preferring to interact on official platforms like LMS, rather than SNS (Miron & Ravid, ).…”

Section: Discussionmentioning

confidence: 99%

“…This is to ensure that all students are treated fairly and have the same access to learning and information. Second, issues of unprofessionalism of instructors befriending students on SNS (Lau, ). This should be addressed and can be mitigated by opting for Pages or Groups functionalities on Facebook if instructors decide to interact with students online.…”

Section: Discussionmentioning

confidence: 99%

Undergraduates’ perception and engagement in Facebook learning groups

Hong¹,

Gardner²

2018

Brit J Educational Tech

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This study presents and evaluates the educational potentials that Social Network Services (SNS) offer to students in the higher education context. The first aim of this study is to explore students’ perceptions of Facebook Learning Groups (ie, Facebook Groups that were created for learning purposes), and the learning and affective benefits that SNS offer to students. This study further explores the influence of four identified factors (ie, self‐efficacy, privacy, trust and presence of teaching members) in moderating students’ perception and learning engagements on SNS. Findings from an online survey demonstrate the usefulness of these learning groups. Trust and presence of teaching members were also indicated to have significant influences in affecting students’ perception and engagement in Facebook Learning Groups.

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“…outof-classroom setting). It was used with a large sample of U.S. adults, the majority of whom were college degree holders, and also university students in Hong Kong (Lau, 2017). For the purpose of the study, 12 items that measured media sharing (MS) (five items), Internet searching (IS) (four items), and video gaming (VG) (three items) were adapted, which were conceptually related to the information sharing and entertaining dimensions of SMU found among university students (Hu & Zhang, 2016).…”

Section: Methodsmentioning

confidence: 99%

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Lau

2018

EURASIA J MATH SCI T

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Social media are increasingly adopted in university administration, teaching, and learning. For pre-service teachers, although there is growing evidence suggesting the effectiveness of educational technology courses in enhancing their technological pedagogical content knowledge (TPACK), relatively little is known about whether and how this knowledge is associated with social media usage (SMU) in informal settings. In this study, the relationships between SMU in informal settings and TPACK among pre-service teachers were investigated. Based on the survey data of a sample of 212 pre-service teachers in Hong Kong, media sharing was found to be a significant positive predictor of technology knowledge and knowledge of teaching with technology, whereas Internet searching and video gaming were not predictive of any component of TPACK. The findings of the study were interpreted in the light of the educational affordances of social media technologies, and their implications for researchers and teacher educators were discussed.

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Effects of social media usage and social media multitasking on the academic performance of university students

Cited by 319 publications

References 19 publications

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use

Undergraduates’ perception and engagement in Facebook learning groups

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

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