As the COVID-19 pandemic continues to spread at an unprecedented rate, many universities around the world halted physical forms of teaching and learning to stop the spread of the virus. As a result, many university students were forced to utilize online learning through channels such as mobile social media. Due to the novelty of this situation, there are many unknowns particularly with the negative influences of mobile learning via social media on university students. Thus, this study looks to examine this subject matter from the perspective of the stimulus–organism–response theory. The uniquely developed research model included four stimuli (i.e., social overload, information overload, life invasion, and privacy invasion), two organisms (i.e., technostress and exhaustion) as well as a response in terms of reduced intention to use mobile learning via social media. The responses were collected from 384 university students via an online survey and analyzed with the Partial-Least-Square-Structural-Equation-Modelling. It was found that the antecedents for both technostress and exhaustion were able to account for more than half of their respective variances. Furthermore, technostress and exhaustion were significant facilitators of the students’ reduced intention to use mobile learning via social media. In addition to the practical insights for stakeholders in the education industry, this study also posited several theoretical implications for researchers.

随着 COVID-19 大流行继续以前所未有的速度蔓延，世界各地的许多大学都停止了实体形式的教学和学习，以阻止病毒的传播。结果，许多大学生被迫通过移动社交媒体等渠道进行在线学习。由于这种情况的新颖性，存在许多未知数，特别是通过社交媒体进行移动学习对大学生的负面影响。因此，本研究旨在从刺激-有机体-反应理论的角度来研究这一主题。独特开发的研究模型包括四种刺激（即社会超载、信息超载、生活侵犯和隐私侵犯），两种生物体（即，技术压力和疲惫）以及对通过社交媒体使用移动学习的意愿降低的反应。通过在线调查从 384 名大学生那里收集了答复，并使用偏最小二乘法结构方程建模进行了分析。结果发现，技术压力和疲惫的前因能够解释其各自方差的一半以上。此外，技术压力和疲惫是学生降低通过社交媒体使用移动学习的意愿的重要促进因素。除了对教育行业利益相关者的实际见解外，本研究还为研究人员提出了一些理论意义。通过在线调查从 384 名大学生那里收集了答复，并使用偏最小二乘法结构方程建模进行了分析。结果发现，技术压力和疲惫的前因能够解释其各自方差的一半以上。此外，技术压力和疲惫是学生降低通过社交媒体使用移动学习的意愿的重要促进因素。除了对教育行业利益相关者的实际见解外，本研究还为研究人员提出了一些理论意义。通过在线调查从 384 名大学生那里收集了答复，并使用偏最小二乘法结构方程建模进行了分析。结果发现，技术压力和疲惫的前因能够解释其各自方差的一半以上。此外，技术压力和疲惫是学生降低通过社交媒体使用移动学习的意愿的重要促进因素。除了对教育行业利益相关者的实际见解外，本研究还为研究人员提出了一些理论意义。技术压力和疲惫是学生降低通过社交媒体使用移动学习的意愿的重要促进因素。除了对教育行业利益相关者的实际见解外，本研究还为研究人员提出了一些理论意义。技术压力和疲惫是学生降低通过社交媒体使用移动学习的意愿的重要促进因素。除了对教育行业利益相关者的实际见解外，本研究还为研究人员提出了一些理论意义。