Interactive Learning Environments

ISSN: 1049-4820 (Print) 1744-5191 (Online) Journal homepage: https://www.tandfonline.com/loi/nile20

Social media – based collaborative learning: the

effect on learning success with the moderating
role of cyberstalking and cyberbullying

Waleed Mugahed Al-Rahmi, Noraffandy Yahaya, Uthman Alturki, Amen

Alrobai, Ahmed A. Aldraiweesh, Alhuseen Omar Alsayed & Yusri Bin Kamin

To cite this article: Waleed Mugahed Al-Rahmi, Noraffandy Yahaya, Uthman Alturki,
Amen Alrobai, Ahmed A. Aldraiweesh, Alhuseen Omar Alsayed & Yusri Bin Kamin (2020):
Social media – based collaborative learning: the effect on learning success with the
moderating role of cyberstalking and cyberbullying, Interactive Learning Environments, DOI:
10.1080/10494820.2020.1728342

To link to this article: https://doi.org/10.1080/10494820.2020.1728342

Published online: 19 Feb 2020.

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INTERACTIVE LEARNING ENVIRONMENTS
https://doi.org/10.1080/10494820.2020.1728342

Social media – based collaborative learning: the effect on learning

success with the moderating role of cyberstalking and
cyberbullying
Waleed Mugahed Al-Rahmi a, Noraffandy Yahayaa, Uthman Alturkib, Amen Alrobaic,
Ahmed A. Aldraiweeshb, Alhuseen Omar Alsayedd and Yusri Bin Kamina
a
Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Johor Bahru,
Malaysia; bEducational Technology Department, College of Education, King Saud University, Riyadh, Saudi Arabia;
c
Department of Information Science, Faculty of Arts & Humanities, King Abdulaziz University, Jeddah, Saudi Arabia;
d
Deanship of Scientific Research, King Abdulaziz University, Jeddah, Saudi Arabia

ABSTRACT ARTICLE HISTORY

Social media (SM) provide new opportunities to foster collaboration and Received 3 October 2018
engagement between students. However, the moderating effect of Accepted 7 February 2020
cyberstalking and cyberbullying on the relationship between students’
KEYWORDS
academic performance and collaborative learning has not yet been Social media use;
addressed. Therefore, this study aims to bridge the literature gap collaborative learning;
concerning the use of SM and explore its effect on student cyberstalking and
performance through Cyberstalking and cyberbulling. A questionnaire cyberbullying
was designed based on both the Technology Acceptance Model and
Constructivism Theory for data collection. It was handed to 538
university students. This study found a significant relationshipbetween
social presence, perceived usefulness, perceived ease of use, and
perceived enjoyment with SM use. As shown by the use of
communication and communication indicated by the results, SM is a
powerful tool for developing and enhancing educational settings.
However, this study found a negative relationship between student
interactions and SM use. A positive relationship was found from SM
use on collaborative learning and student performance that was
dampened by Cyberstalking, which is considered a dampening factor
and a moderator. Moreover, collaborative learning was reported to be
negatively influenced by perceived usefulness as Cyberbullying was
found to dampen the relationship between student performance and
collaborative learning.

1. Introduction
Developing assimilations and utilizing social media has become an important requirement for
various learning applications and other related tools. Such aspect is regarded as healthy, as
social media tools operate through mechanisms based on internet use to spread and share infor-
mation and create a collaborative environment (Esam & Hashim, 2016). Moreover, the unprece-
dented growth in mobile technologies witnessed in recent years has positively influenced
collaboration, communication, and communication (Ruleman, 2012). Collaborative learning is
defined as “an inward feeling expressed by outward behaviour on this strategy, which involves
students in established, sustained learning groups or teams” (Korkmaz, 2012, p. 1163). Several
channels for student communication and interaction were made possible through the use of

CONTACT Noraffandy Yahaya p-afandy@utm.my; Waleed Al-Rahmi waleed.alrahmi1@gmail.com

© 2020 Informa UK Limited, trading as Taylor & Francis Group
2 W. M. AL-RAHMI ET AL.

computer-supported learning environments (Churchill, 2011). The rapid adoption of social media
as a major communication tool is being witnessed for the purpose of student learning (Liao,
Huang, Chen, & Huang, 2015; Mao, 2014).
The rapid expansion of communications technology has encouraged the creation of practical
online formats; moreover, some tools used to establish an environment suitable for collaborative
learning are inexpensive (Fu, Wu, & Ho, 2009). Some studies have focused on students’ attitudes
towards social media use within academic environments, highlighting that students find social
media to be fun, meaningful, and interactive. They also give students the chance to engage in activi-
ties besides learning, such as motivating peers and receiving feedback (Bowman & Akcaoglu, 2014;
Lim & Richardson, 2016; Manca & Ranieri, 2016; Mao, 2014).
Other researchers have reported negative attitudes towards social media from students who
believe that most social media tools do not assist them in achieving academic objectives (Davies
& Sant, 2014) and are burdensome (Meishar-Tal, Kurtz, & Pieterse, 2012). Paliktzoglou and Suhonen
(2014) reported skeptical attitudes of students toward using Facebook to aid their education.
Others, such as Morreale, Staley, Stavrositu, and Krakowiak (2015), argued that students had a positive
attitude toward learning activities combined with social media, even though they still preferred direct
contact with peers and instructors. This view was supported by Al-Rahmi, Alias, Othman, Marin, and
Tur (2018) and Al-Rahmi, Yahaya, et al. (2018), who identified two category sources of student atti-
tudes on social media use in learning – one representing positive influences (i.e. sharing knowledge
and information, improving research skills, and facilitating information gathering, leading to better
academic performance) and the other representing negative influences (i.e. wasting time and
privacy violations). The literature review noted that few studies have investigated students’ attitudes
regarding the use of social media, and that most of the research in this area was conducted on social
media use for collaboration and adaptation (e.g. Al-Rahmi, Aldraiweesh, Yahaya, & Kamin, 2018;
Alkhathlan & Al-Daraiseh, 2017).
Thus, more research is needed in the area of attitude antecedents towards social media use for
collaborative learning (Liao et al., 2015). Both psychological and emotional problems such as fear, dis-
comfort, anger, insecurity, and sadness were reported as results of Cyberstalking and Cyberbullying
(Fenaughty & Harre, 2013). Teenager academic performance and learning activities are some of the
risk factors reported by researchers affected by Cyberstalking and Cyberbullying (Gasser, Maclay, &
Palfrey, 2010). This is true because social media use is rapidly increasing and individuals spend
more time using such tools (Shariff & Johnny, 2007). Thus, this study is an attempt to propose a
model that identifies the most important elements of social media use intentions toward cooperative
learning and the moderating role of Cyberstalking and Cyberbullying on student performance in
higher education. To address the literature gap and to provide recommendations for future research,
aims to investigate the moderating role of Cyberstalking and Cyberbullying on student intentions to
use social media to access collaborative to increase their academic performance in higher education.
Currently, several social networking sites are supporting a wide range of interests and practices but
this study considers Facebook, WhatsApp, LinkedIn, and WeChat because they are the most popular
social networking tools used by the selected sample of university students (Sarwar, Zulfiqar, Aziz, &
Ejaz Chandia, 2018).
To address the literature gap and to provide recommendations for future research, this study pro-
poses a model that identifies the most important elements of social media use intentions toward
cooperative learning and the moderating role of cyberstalking and cyberbullying on student per-
formance in higher education; further, we aim to investigate their role on student intentions to
use social media to access collaborative learning and increase their performance. Several social net-
working websites currently support a wide range of interests and practices; this study considers Face-
book, WhatsApp, LinkedIn, and WeChat as the most popular social networking tools used by the
selected sample of university students (Sarwar et al., 2018).
 INTERACTIVE LEARNING ENVIRONMENTS 3

2. Research model and hypotheses development

One of the most widely used models to assess social media use intentions is the Technology Accep-
tance Model (TAM) (Davis, 1989). We adopted TAM following the constructivist theory that discusses
collaboration learning Rogers’s (1995) Diffusion of Innovations (DOI) – which has been used as theor-
etical framework for most research conducted in the area of adoption. Innovations, based on the lit-
erature, proved to be the major focus of the studies done in the area of IT adoption (Davis, 1989;
Rogers, 1995). It may be said that DOI and TAM present two common assumptions: first, the idea
that innovations are evaluated by their adopters based on the perception of their features;
second, the adoption of any innovation is determined by its favorable features (Davis, 1989;
Rogers, 1995). The main criticism of both DOI and TAM highlighted the fact that they exclude the
influence of organizational and environmental factors (Chau & Tam, 1997); thus, the model proposed
in this research uses both DOI and TAM in an attempt to assess such factors.
TAM emphasizes that system usage can be explained by observing perceived ease of use and per-
ceived usefulness. Since being hypothesized by Davis (1989), TAM has become popular in social psy-
chology and has evolved into three major upgrades, namely TAM2, UTAUT, and TAM3 (Davis &
Venkatesh, 2000; Venkatesh, 2000; Venkatesh & Bala, 2008; Venkatesh, Morris, Davis, & Davis,
2003). After its introduction, UTAUT has been applied to several technologies such as tablet PCs,
online bulletin boards, instant messengers, and information kiosks (Anderson, Shwager, & Kerns,
2006; Lin & Anol, 2008; Marchewka, Liu, & Kostiwa, 2007), bringing a new alternative point of view
on user and innovation acceptance (Al-Rahmi, Yahaya, Aldraiweesh, Alamri, et al., 2019). The
model provides valuable rational explanations of how and why individuals make decisions about
the adoption and use of ITs, particularly the determinants of perceived usefulness and perceived
ease of use (Venkatesh & Bala, 2008).
Moreover, student academic performance and the moderating role of Cyberstalking and Cyber-
bullying in higher education, which still occurs in Malaysia, was investigated through the use of
these two methods. The idea that learning is a lively and positive process is supported by construc-
tivism (Vygotsky, 1978). Based on previous studies related to constructivist learning approach with
the Technology Acceptance Model (TAM), this research study developed fifteen hypotheses to
develop a model of social media – based collaborative learning: the effect on learning success
with the moderating role of Cyberstalking and Cyberbullying. The hypotheses are as shown in
Figure 1:

2.1. Social presence

Student social presence is defined through peer and instructor communications (Smith & Flaherty,
2013). The results of the learning process heavily depend on social presence (Prince, 2004). Social
presence is of great importance since it generates a community in which students learn together,
motivating them to enhance their own learning (Smith & Flaherty, 2013). Based on the above discus-
sion, the following hypotheses are proposed to be tested:
H1: There is a positive impact between social presence and intention to use social media.
H2: There is a positive impact between social presence and collaborative learning.

2.2. Student interest

Interest refers to the relationship between a student and a subject. This implies that there are
affective and cognitive components connected to motivational dispositions towards a subject or
cooperative work (Schoor & Bannert, 2011). Over the past decade, several studies have addressed
student interest in science and technology. Despite the many insights gained into interest, there is
still a need for more research in this area (Potvin & Hasni, 2014; Renninger & Hidi, 2011). Based on
the above discussion, the following hypotheses are proposed to be tested:
4 W. M. AL-RAHMI ET AL.

Figure 1. Research model.

H3: There is a positive impact between student interest and intention to use social media.
H4: There is a positive impact between student interest and collaborative learning.

2.3. Perceived enjoyment

Perceived Enjoyment refers to the extent to which the service offered by Learning Management
Systems (LMS) is perceived to be enjoyable in its own right, separately from any expected perform-
ance consequences (Van der Heijden, 2004). Based on the above discussion, the following hypoth-
eses are proposed to be tested:
H5: There is a positive impact between perceived enjoyment and intention to use social media.
H6: There is a positive impact between perceived enjoyment and collaborative learning.

2.4. Perceived usefulness

Perceived Usefulness refers to “the extent to which individuals believe that using a particular system
would enhance his or her job performance” (Davis, 1989). It was found that user intentions to use
smartphones were positively influenced by perceived usefulness (Park & Chen, 2007). Based on
the above discussion, the following hypotheses are proposed to be tested:
H7: There is a positive impact between perceived usefulness and intention to use social media.
H8: There is a positive impact between perceived usefulness and collaborative learning.

2.5. Perceived ease of use

Perceived ease of use refers to the degree to which an individual believes that using a particular
system is free of effort (Davis, 1989). According to Morgan (2012) “if the platform isn’t easy to use
and intuitive don’t bother with it” (p. 119). This is further highlighted by previous research, which
found that technology use intention was influenced by perceived ease of use (Teo & Noyes, 2011).
Based on the above discussion, the following hypotheses are proposed to be tested:
 INTERACTIVE LEARNING ENVIRONMENTS 5

H9: There is a positive impact between perceived ease of use and intention to use social media.
H10: There is positive impact between perceived ease of use and collaborative learning.

2.6. Intention to use social media for learning

According to Venkatesh, Thong, and Xu (2012), Intention to use refers to the willingness of users to
use a technology. This term was found to have a considerable influence on new technology use
intensions (Hernández, 2011), specifically user attitudes and intentions to use e-learning tools (Lee,
2010). Based on the above discussion, the following hypotheses are proposed to be tested:
H11: There is a positive impact between intention to use social media and collaborative learning.
H12: There is a positive impact between intention to use social media and students’ academic performance.

2.7. Collaborative learning

Collaborative learning refers to a learning process where students have the chance to work in groups
so that learning is fostered by interpersonal interactions, team cooperation, and active learning (Al-
Rahmi, Alias, et al., 2018; Liao et al., 2015). Al-Rahmi, Othman, and Yusuf (2015a, 2015b, 2015c)
reported that group interactions were positively influenced by both engagement and collaborative
learning through social media use. Based on the above discussion, the following hypothesis is pro-
posed to be tested:
H13: There is a positive impact between collaborative learning and students’ academic performance.

2.8. Cyberstalking
Cyberstalking refers to “an escalated form of online harassment directed at a specific person that
causes substantial emotional distress and serves no legitimate purpose, the action is to annoy,
alarm, and emotionally abuse another person” (Hitchcock, 2003; Parsons-Pollard & Moriarty, 2009).
Based on the above discussion, the following hypothesis is proposed to be tested:
H14: Cyberstalking as a moderator influence the relationship between intention to use social media and students’
academic performance.

2.9. Cyberbullying
Cyberbullying is when someone “repeatedly makes fun of another person online or repeatedly picks
on another person through email or text message or when someone posts something online about
another person that they don’t like” (Hinduja & Patchin, 2010). The term Cyberbullying is different
from Cyberstalking as the former takes place among minors, and it is subtler in nature (Seo, Tunning-
ley, Warner, & Buening, 2016). Based on the above discussion, the following hypothesis is proposed to
be tested:
H15: Cyberbullying as a moderator influence the relationship between collaborative learning and students’ aca-
demic performance.

2.10. Students’ academic performance

Academic performance refers to educational results or the level to which a student, teacher, or insti-
tution has reached educational goals (MacGeorge et al., 2008). According to Junco, Heiberger, and
Loken (2011), student academic performance was influenced by social media use. However, there
are some exceptional cases in which the findings showed a positive relationship between Facebook
and Twitter (Al-Rahmi et al., 2015b; Al-Rahmi, Alias, et al., 2018; Al-Rahmi, Aldraiweesh, et al., 2018;
6 W. M. AL-RAHMI ET AL.

Junco et al., 2011) with improved learning (Al-Rahmi et al., 2017; Al-Rahmi, Yahaya, Aldraiweesh,
Alamri, et al., 2019). It was also found that active collaborative learning was facilitated and enhanced
through the use of social networking sites (Al-Rahmi, Aldraiweesh, et al., 2018; Liao et al., 2015).

3. Research methodology
This study was held in collaborative learning classroom environments within three different faculties
at Universiti Teknologi Malaysia, which is among the five largest universities in Malaysia based on
student numbers. Undergraduate students from 18 Social Sciences and Humanities classes within
three different faculties participated (Faculty of Computing, Faculty of Education, and Faculty of Man-
agement). A total of 711 participants received questionnaires, and data were collected from 667
returned responses. Due to incomplete answers, 72 questionnaires were eliminated. Therefore, the
595 remaining questionnaires were entered into SPSS; 21 had missing data and 36 had outliers.
Excluding the above cases, the remaining questionnaires for data analysis were 538. Data were ana-
lyzed through two main techniques: SPSS package software and Moment Structures (AMOS) Struc-
tural Equation Modeling (SEM). The analysis was conducted in two major steps: first, measurement
construct validity, discriminant validity, and convergent validity were investigated; second, the struc-
tural model was analyzed following recommendations by Hair, Sarstedt, Ringle, and Mena (2012).
As a result of frequency descriptive analysis, 271 (50.4%) were female respondents and 267
(49.6%) male respondents; based on their age groups, 163 (30.3%) students were 18–20 years old,
340 (63.2%) students were 21–24 years old, 31 (5.8%) students were 25–29 years old, and four
(0.7%) students were 30 years old and above. In addition, in regard to the level of education, 65
(12.1%) students were from level one, 94 (17.5%) students from level two, 96 (17.9%) students
from level three, and 283 (52.6%) students from level four. Finally, 155 (28.8%) students were from
the Social Sciences, 184 (34.2%) students from Engineering, and 199 (37.0%) students from
Science and Technology.

3.1. Instrumentation
A survey was used in this study based on a review of related literature. The scales used in this research
were predefined, established measurements used in previous research. Seven items were adapted
from Richardson and Swan (2003), and Fu et al. (2009) to measure social presence. To measure
student interest, four items from Paswan and Young (2002) were used. Five items were adopted
from Al-Rahmi, Yahaya, et al. (2018) and Fu et al. (2009) to measure collaborative learning. The
scale items used to assess perceived ease of use, perceived usefulness, and perceived enjoyment
were adapted from previous research, with four items each to measure reliability and validity
(Davis, 1989). Al-Rahmi et al. (2015a, 2015b) and Hidayanto and Setyady (2014) were used as refer-
ences for the five social media use items while Hidayanto and Setyady (2014) and Al-Rahmi, Aldrai-
weesh, et al. (2018) were used as a reference for the six student academic performance items (Al-
Rahmi et al., 2015a; Al-Rahmi, Yahaya, Aldraiweesh, Alturki, et al., 2019; Gress, Fior, Hadwin, &
Winne, 2010). For the Cyberbullying and Cyberstalking items, four items for each category were
adapted from Lacey and Cornell (2013) and Beran and Li (2005).

4. Data analysis and results

4.1. Measurement model analysis
For Measurement Model Analysis, the maximum likelihood estimation procedures were used to
assess model estimation through the use of the goodness-of-fit guidelines, such as the normed
chi-square, Goodness Of Fit Index (GFI), chi-square/degree of freedom, Normed Fit Index (NFI), Incre-
mental Fit Index (IFI), Relative Fit Index (RFI), Tucker-Lewis Coefficient (TLI), Comparative Fit Index
 INTERACTIVE LEARNING ENVIRONMENTS 7

Table 1. Goodness Fit Indices for the Measurement and Structural Model.
Measurement Indices Criterion Measurement model Structural model
Absolute fit measures RMR Close to 0 0.31 0.37
GFI ≤0.90 0.919 0.923
RFI ≤0.90 0.951 0.941
RMSEA >0.08 0.047 0.042
Incremental fit measures NFI ≤0.90 0.963 0.949
CFI ≤0.90 0.927 0.915
IFI ≤0.90 0.931 0.924
TLI ≤0.90 0. 922 0.912
CMIN/DF <3.00 2.621 2.711

(CFI), Root Mean-Square Residual (RMR), Root Mean Square Error of Approximation (RMSEA), and Par-
simonious Goodness Of Fit Index (PGFI), as set out in the procedures of Byrne and Hair et al. (2012),
indicating the suitability of the measurement and structural model as shown in Table 1.

4.2. Validity and reliability of measures model

The level to which a concept and its indicators differ from one concept to another is a process known
as Discriminant validity (Bagozzi, Yi, & Nassen, 1998). According to the obtained AVE values, all values
exceeded 0.50 (cut-off value) with p = 0.001, indicating that discriminant validity was supported for all
constructs (Fornell & Larcker, 1981). Hair et al. (2012) explained that item correlations for any two con-
structs should not be more than the square root of the average variance shared by them in one con-
struct. All composite reliability values were above the recommended value of 0.70. Cronbach’s Alpha
values were above the recommended value of 0.70. The Average Variance Extracted (AVE) values
were above the recommended value of 0.50. The results of the measurement model are displayed
in Table 2.

4.3. Structural model analysis

The proposed hypotheses were tested using CFA, which was conducted in the next Structural
Equation Modelling (SEM) step. Figure 2 illustrates that all hypotheses between the ten key constructs
and the eleven hypotheses were supported. A summary of goodness fit indices for the measurement
model showed that all values were acceptable is presented in Table 1, whereas the results of factor
analysis, convergent validity, and the overall values for AVE, CR and CA were all acceptable and the
discriminant validity and reliability for the model were established as shown in Table 2. Figure 2 illus-
trates that all hypotheses between the ten key constructs and the eleven hypotheses were sup-
ported. Social presence had a positive effect on intention to use social media (0.395 – H1), and
social presence had a positive effect on collaborative learning (0.222 – H2), and student interest
had a positive effect on collaborative learning (0.170 – H4). Perceived enjoyment had a positive
effect on intention to use social media (0.140 – H5) and a positive relationship was found between
perceived enjoyment and collaborative learning (0.143 – H6). Perceived ease of use had a positive
effect on intention to use social media (0.091 – H7). Moreover, perceived usefulness had a positive
effect on intention to use social media (0.183 – H9) and perceived usefulness had a positive effect
on collaborative learning (0.174 – H10). Intention to use social media had a positive effect on colla-
borative learning (0.226 – H11), intention to use social media had a positive effect on student aca-
demic performance (0.381 – H12), and collaborative learning had a positive effect on student
academic performance (0.482 – H13). Four hypotheses were rejected, namely that (1) students inter-
est had no negative effect on intention to use social media (0.099 – H3); (2) perceived ease of use had
a negative effect on collaborative learning (0.022 – H8); (3) cyberstalking, as a moderator, was found
to have a negative effect on the intention to use social media and student performance (0.078 – H14).
Similarly, cyberbullying, as a moderator, was found to have a negative effect on the relationship
8 W. M. AL-RAHMI ET AL.

Table 2. Validity and reliability.

CS PE PU PEU IU SP SI SAP CB CL AVE C.R CA
CS 0.807 0.538 0.890 0.892
PE 0.518 0.831 0.596 0.855 0.871
PU 0.716 0.538 0.809 0.588 0.877 0.862
PEU 0.759 0.568 0.808 0.839 0.690 0.899 0.897
IU 0.765 0.625 0.673 0.748 0.810 0.546 0.826 0.881
SP 0.680 0.654 0.604 0.665 0.805 0.833 0.655 0.883 0.818
SI 0.672 0.474 0.568 0.599 0.687 0.748 0.772 0.656 0.905 0.915
SAP 0.644 0.498 0.610 0.669 0.733 0.724 0.627 0.874 0.651 0.882 0.882
CB 0.587 0.654 0.536 0.602 0.665 0.789 0.557 0.538 0.812 0.660 0.886 0.885
CL 0.668 0.471 0.608 0.682 0.733 0.739 0.667 0.815 0.544 0.867 0.599 0.900 0.903

Figure 2. Results for the proposed model.

between collaborative learning and student performance (0.059 – H15). The results are shown in
Figure 2 and Table 3.

4.4. Discussion and implications

Through the integration of both constructivism theories with the TAM Model, this study proposes a
model for student intentions to use social media for collaborative learning and its effect on student
academic performance. The resulting model produced outcomes for student academic performance
and its effect on student intentions to use social media for collaborative learning via social presence,
student interest, perceived enjoyment, perceived usefulness, and perceived ease of use. The way in
which people communicate, interact, socialize, and collaborate has rapidly changed due to the devel-
opment of social media and the Internet. From the constructivist approach, peer interaction and
learning is strongly supported by collaborative learning through social media as it allows educators
and students to work together and make mutual contributions (Al-Rahmi, Othman, & Yusuf, 2015c,
2015d; Al-Rahmi, Aldraiweesh, et al., 2018; Al-Rahmi, Yahaya, Alamri, Alyoussef, et al., 2019; Al-
Rahmi, Aldraiweesh, Yahaya, Kamin, & Zeki, 2019). The results of this research are consistent with
Hwang, Chiu, and Chen (2015) and Lee (2010), who highlighted that collaborative work environments
 INTERACTIVE LEARNING ENVIRONMENTS 9

Table 3. Hypothesis testing results of structural model (AMOS).

H Independent Relationship Dependent Estimate S.E. C.R. P Result
H1 SP IU .395 0.040 9.766 .000 Supported
H2 SP CL .222 0.056 3.991 .000 Supported
H3 SI IU .099 0.058 1.712 .087 Unsupported
H4 SI CL .170 0.042 4.022 .000 Supported
H5 PE IU .140 0.036 3.941 .000 Supported
H6 PE CL .143 0.045 3.170 .002 Supported
H7 PEU IU .091 0.035 2.588 .010 Supported
H8 PEU CL .022 0.046 0.488 .626 Unsupported
H9 PU IU .183 0.045 4.066 .000 Supported
H10 PU CL .174 0.032 5.354 .000 Supported
H11 IU CL .226 0.055 4.127 .000 Supported
H12 IU SAP .381 0.037 10.201 .000 Supported
H13 CL SAP .482 0.036 13.358 .000 Supported

Unstandardized
coefficients Standardized coefficients
H Factors B Std. Error Beta t Sig Result
H14 Cyberstalking −.003 .014 −.078*** −.244 .808 Unsupported
H15 Cyberbulling −.002 .014 −.059*** −.153 .878 Unsupported

that are characterized by social presence and an active learning flow experience leads to a predispo-
sition for active learning. This is true because student peer integration w can be enhanced by
encouraging concentration and motivation so they are more involved in their education. This
study found that social presence, perceived enjoyment, perceived usefulness, perceived ease of
use, and intentions to use social media for collaborative positively affected academic performance.
Student interest had a negative relationship with intentions to use social media because Cyberstalk-
ing had a dampening factor on the positive relationship between intentions to use social media for
collaborative learning and student academic performance. Similarly, findings indicated that social
presence, student interest, perceived enjoyment, and perceived ease of use had a significant and
positive relationship with collaborative learning, improving student academic performance. Per-
ceived usefulness had a negative relationship with collaborative learning because cyberbulling
had dampening factor on the positive relationship between collaborative learning and student per-
formance. Moreover, this study revealed that women were almost twice as likely as men to become a
victim of Cyberstalking and cyberbulling, these results are consistent with (Al-Rahmi, Yahaya, et al.,
2018; Al-Rahmi, Yahaya, Alamri, Aljarboa, et al., 2019; Finn, 2004; Sarwar et al., 2018). Similarly, hypoth-
eses number 14 and 15 that Cyberstalking and Cyberbullying can decrease concentration is sup-
ported throughout the literature in that bullying causes mental sicknesses such as depression, low
self-assurance, and indispositions to participating in group activities these results are consistent
with (Al-Rahmi, Yahaya, et al., 2018; Al-Rahmi, Yahaya, Alamri, Aljarboa, et al., 2019; Schwartz &
Gorman, 2003). Researchers reported that student academic performance was sharply decreased
due to Cyberstalking, Cyberbullying, and social media addiction (Dike, Eke, & Babarinde, 2013).
Useful strategies for communicating through social media are of great importance so that students
can be protected from online bullying, stalking, and harassment. It is also important to enhancing
their learning experience (Varnhagen & Husband, 2011). Kim, Jeong, Kim, and So (2011) maintained
that student should be aware of the dark side of the online world so they can avoid becoming victims
to these types of bullying (Kim et al., 2011). The capacity of any institute to improve student abilities
to focus on their education is essential and can be done through anti-bullying interventions. This
study provides some practical contributions in this regard. These contributions are based on the
research questions and are summarized in the following two points:
10 W. M. AL-RAHMI ET AL.

. The study proved the usefulness of the TAM model, which provides insights into different factors
such as perceived enjoyment, perceived usefulness, and perceived ease of use on student inten-
tions to use social media for collaborative learning. This study provided insights into Cyberstalking
by highlighting its role as dampening factor in the positive relationship between student academic
performance and social media use for collaborative learning.
. The current study provides insights through the use of Constructivism theory on social presence
and student interest on enhancing collaborative learning with peers. This can increase student
academic performance in higher education institutes. Also, this study provided insights into Cyber-
bullying as a dampening factor on the relationship between student academic performance and
social media use for collaborative learning.

5. Conclusion and future work

The current study highlights the role of social media in the cohesive working and collaborative learn-
ing concepts witnessed all over the world. This is because such tools are important to learning and
teaching since they enhance student learning, collaboration, and information sharing. Perceived
enjoyment and ease of use were also highlighted throughout this work as factors leading to colla-
borative learning within teaching and learning. These findings support the use of both TAM and con-
structivism theory to investigate student intentions to use social media for collaborative learning. The
positive relationship between social media use for collaborative learning and student performance
was found to be dampened by Cyberstalking and cyberbulling. As a result, information exchange,
learning activities, knowledge sharing, and discussion with peers are factors that enhance collabora-
tive learning through the use of social media.
Finally, this research has certain limitations. First, it is purely quantitative; data were collected
through survey questionnaires. Second, only four social networking sites, namely Facebook, What-
sApp, LinkedIn, and WeChat, were considered for data collection from undergraduate students.
Future research could be conducted with other social media tools or blogs, and different types of
students and geographic locations. The current study recommends that future studies incorporate
other factors affecting Internet interaction, such as smartphone activities or smartphones confer-
ences, enabling interactive learning environments between students and their teachers.

Acknowledgements
We would like to thank the Research Management Centre (RMC) at Universiti Teknologi Malaysia (UTM) for funding this
project under grant number PY/2019/00809: Q.J130000.21A2.04E69. The authors would like to extend their sincere
appreciation to the Deanship of Scientific Research at King Saud University for its funding this Research group NO.
RG #-1435-033.

Disclosure statement
No potential conflict of interest was reported by the author(s).

Funding
This work was supported by Universiti Teknologi Malaysia [grant numbers PY/2019/00809: Q.J130000.21A2.04E69] and
King Saud University [grant number group NO. RG #1436-033].

Notes on contributors
Waleed Mugahed Al-Rahmi is an assistant professor in faculty of social sciences and humanities, school of education,
Universiti Teknologi Malaysia. He was completed PhD degree from Faculty of Computing – Information Systems, Univer-
siti Teknologi Malaysia. And he got Best Student Award, Doctor of Philosophy (Faculty of Computing – Information
 INTERACTIVE LEARNING ENVIRONMENTS 11

System), Excellent academic achievement in conjunction with the 56nd Convocation Ceremony, Universiti Teknologi
Malaysia (UTM), 2016. Dr. Waleed experiences had 8 years teaching experience at Department of Computer Science,
Hodeidah University, as well as teaching assistant 2.5 years in Faculty of Computing at Universiti Teknologi Malaysia.
Moreover, Post- Doctoral in Faculty of information and Communication Technology at International Islamic University
Malaysia, Moreover, Post- Doctoral in Faculty of Science at Universiti Teknologi Malaysia. Furthermore, Currently Post-
Doctoral in Faculty of Education at Universiti Teknologi Malaysia. His research interests are information system manage-
ment, information technology management, human–computer interaction, implementation process, Technology Accep-
tance Model (TAM), communication and constructivism theories, impact of social media networks, collaborative learning,
E-learning, knowledge management, Massive Open Online Course (MOOCs), statistical data analysis (IBM SPSS, AMOS,
NVIVO and SmartPLS).
Noraffandy Yahaya is an Associate Professor at Faculty of Education, Universiti Teknologi Malaysia since 2013. He
obtained his PhD in Computer Based Learning from University of Leeds, United Kingdom. He was Head of Department
at Department of Educational Science, Mathematics and Creative Multimedia for 9 years. Noraffandy has research back-
ground in Multimedia in Education, Online Learning and ICT in Education. He conducted studies on students’ interaction
in online learning environment, Learning Analytics and Massive Open Online Courses (MOOCs). He has published more
than 70 papers in journals and conferences proceedings in the research area of Online Learning, ICT in Education and the
use of technology in teaching and learning. He has been a supervisor to more than 25 completed master degree students
and 7 completed PhD students in the area of Educational Technology, Online Learning and ICT in Education. He had also
been appointed as external examiner for universities in Malaysia and Australia for doctoral theses and had been an asses-
sor for Master dissertation for university in New Zealand.
Uthman Alturki received the PhD. degree from Kansas State University, in 2004. He was a full-time Consultant for three
years at the National Center for E-learning and Distance Learning. He was the Head of Computer Department at teachers’
college for two years. He was the Dean and the Deputy Dean for four years in the Ministry of Education. He is currently a
full professor in Educational Technology Department, College of Education, King Saud University, Saudi Arabia. His
research interests include learning technology, e-learning and distance learning, massive open online courses and
cloud computing, evaluating the design and use of new technology, and learning analytics.
Amen Alrobai is an Assistant Professor in Information Systems in the Department of Information Science at King Abdu-
lAziz University, Saudi Arabia. He received his PhD in Information Systems from the Faculty of Science & Technology at
Bournemouth University, United Kingdom. He received his MSc in Information Systems from University of East Anglia,
United Kingdom. He has published papers in the Software Development, Social Informatics, Human–computer Inter-
action, Usability Engineering, Cyberpsychology, and Behavioural change. Research interests in social informatics, Soft-
ware Engineering, Usability Engineering, Human–Computer Interaction, Digital addiction as a Sociotechnical issue,
Cyberpsychology, Behavioural change, E-learning.
Ahmed Aldraiweesh is an associate professor in Educational Technology Department, College of Education, King Saud
University in Saudi Arabia. He worked as the Vice Dean of scientific research for development and quality for two
years. Before that, he was the head of Educational Technology department at College of Education for two years, His
research interests are: educational technology, e-learning, educational technology for special education.
Alhuseen Omar Alsayed received the master’s degree in information technology from the Faculty of Engineering and
Information Technology, University of Technology Sydney, Sydney, Australia. He is currently working as a Scientific
Researcher with the Deanship of Scientific Research, King Abdulaziz University, Jeddah, Saudi Arabia. He is also a
certified Trainer and professional practitioner from KAU and Technical and Vocational Training Corporation, Saudi
Arabia. His research areas of interests include E-learning, cloud-based E-learning, collaborative learning, social network-
ing sites, and other related topics. He has published many papers in refereed/indexed international journals and confer-
ences. He has been appointed as a Reviewer for IEOM GCC Conference.
Yusri Kamin is currently a Senior Lecturer and as a Head, Department of Technical and Engineering Education Depart-
ment, Faculty of Education, Universiti Teknologi Malaysia. He obtained Bachelor of Technology with Education (Mechan-
ical Engineering) and a Master of Education with Specialization in Technical and Vocational Education from Universiti
Teknologi Malaysia and PhD (Technical and Vocational Education) from La Trobe University, Melbourne Australia.
Among the positions that he held were Head of Department Technical and Vocational and Academic Manager for Exter-
nal Program. He actively involved in conducting research on Developing Model of Preparing Mechanical Program at
College Vocational In Malaysia, students preparedness for the workplace in mechanical, work-based learning, employ-
ability skill, generic green skill and scenario-based learning. In addition he has written numerous papers and presented
at national and international conferences and seminar. Yusri is also a reviewer for the Journal of Asian Academic Society
for Vocational Education and Training (JAVET), Journal for Technical and Vocational Education Malaysia, and panel of
assessor for Malaysian Qualifications Agency (MQA). At present, he is the president of the Association of Technical
and Vocational Education Malaysia.
12 W. M. AL-RAHMI ET AL.

ORCID
Waleed Mugahed Al-Rahmi http://orcid.org/0000-0002-0980-7439

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