Social-Media-Based Learning (SMBL) is the use of social-media-based platforms, such as Twitter, Google Plus, Facebook, and YouTube, for learning purposes. It facilitates interactive, participative, and cooperative learning among people in real time. This study aimed to determine the factors influencing SMBL in higher education institutions and to assess the mediating effect of trust on the target platform. To this end, we developed a model by combining the theoretical constructs of the unified theory of acceptance and use of technology theory with the concept of “trust.” We used the structural equation modeling method (partial least squares analysis) to analyze data collected using an online survey of 300 participants that included university students and faculties of higher education institutions in Bangladesh. In addition, we used importance-performance map analysis to determine constructs having relatively high importance, but showing relatively low performance. The study revealed that performance expectancy, effort expectancy, social influence, and facility conditions have a significant impact on social media usage intention. Furthermore, trust partially mediates the direct impact of performance expectancy, effort expectancy, and social influence on social media usage intention. The findings imply that trust has higher importance but relatively low performance.

基于社交媒体的学习（SMBL）是为了学习目的而使用的基于社交媒体的平台，例如Twitter，Google Plus，Facebook和YouTube。它促进了人们之间的实时互动，参与性和合作性学习。这项研究旨在确定影响高等教育机构中SMBL的因素，并评估目标平台上信任的中介作用。为此，我们通过将接受和使用技术理论统一理论的理论构造与“信任”概念相结合，开发了一个模型。我们使用结构方程建模方法（偏最小二乘分析）来分析数据，该数据是通过对300名参与者的在线调查而收集的，其中包括孟加拉国的大学生和高等教育机构。此外，我们使用重要性－性能图分析来确定具有相对较高重要性但显示相对较低性能的构造。该研究表明，预期绩效，预期工作量，社会影响力和设施条件对社交媒体使用意图有重大影响。此外，信任部分地介导了绩效预期，努力预期和社会影响对社交媒体使用意图的直接影响。研究结果表明信任具有较高的重要性，但性能相对较低。信任部分地介导了绩效预期，努力预期和社会影响对社交媒体使用意图的直接影响。研究结果表明信任具有较高的重要性，但性能相对较低。信任部分地介导了绩效预期，努力预期和社会影响对社交媒体使用意图的直接影响。研究结果表明信任具有较高的重要性，但性能相对较低。