Abstract

While there is evidence to indicate that social media use (SMU) has various effects on student learning and academic performance, relevant studies are still scarce while the findings are notably inconsistent. This study seeks to answer one key question: what are the mechanisms through which SMU affects student learning and academic performance? Drawing on the principles of connectivism, a research model is developed and empirically tested based on the analysis of 256 responses. The finding indicates an indirect relationship between SMU and student academic performance, intervened by student collaborative learning, student-instructor interaction, and academic distraction. This finding provides empirical evidence to support the principles of connectivism; and helps extend the scope of research on SMU and its effect on student learning and academic performance.

摘要

虽然有证据表明社交媒体使用（SMU）对学生的学习和学业成绩有多种影响，但相关研究仍然很少，而发现却明显不一致。这项研究旨在回答一个关键问题：SMU通过哪些机制影响学生的学习和学习成绩？利用连接主义的原理，基于对256个响应的分析，开发了一个研究模型并进行了实证测试。该发现表明，SMU与学生的学业成绩之间存在间接关系，并受到学生的协作学习，师生互动和学术干扰的干预。这一发现提供了经验证据来支持连接主义的原理。