Heliyon 10 (2024) e26234

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Heliyon
journal homepage: www.cell.com/heliyon

Research article

Investigating social media’s impact on the new era of interactive

learning: A case study of Bangladesh
Md. Abdus Shabur a, *, Md. Raihan Siddiki b
a
Institute of Leather Engineering and Technology, University of Dhaka, Dhaka, 1209, Bangladesh
b
Department of Materials and Metallurgical Engineering, Bangladesh University of Engineering and Technology, Dhaka, 1000, Bangladesh

A R T I C L E I N F O A B S T R A C T

Keywords: This study aims to clarify how social media and smart devices affect the modern interactive
Smartphone learning process, particularly in Bangladesh, a South Asian nation. Several hypotheses have been
Social media formulated to support the notion that social media and digital gadgets have a favorable impact on
Interactive learning
interactive learning. These hypotheses were evaluated by surveying students to gauge their
University students
perceptions. This in-depth study uses data from an online survey administered to 350 students at
E-learning
various universities in Bangladesh to inquire into the ways in which these students make use of
mobile devices like smartphones, laptops etc. and social media platforms to enhance their
learning in an interactive manner, with their instructors, and amongst themselves. The exami­
nation and instrument validation techniques used an indirect structural equation model. The
research found that students’ interactions with their peers and teachers, as well as their tendency
to share what they’ve learned online, were all significantly influenced by their participation in
group efforts via online social networking. Furthermore, research has demonstrated that students’
interactions with instructors, peers, and online information-sharing practices greatly impact
student engagement, which impacts academic achievement. This study’s findings suggest that
students who work together to learn on social media platforms like Facebook, YouTube, and
Twitter are more likely to be creative, motivated, as well as committed to academic exploration.

1. Introduction

Because of the pervasiveness of social media among youngsters of today, many educators wonder how they may best incorporate
these platforms into their lessons [1]. The notion of social media may be defined as Internet apps that facilitate the development and
sharing of user-generated content, involving a certain amount of self-disclosure and social interaction [2]. Carr and Hayes [3] provided
a concise and forward-looking definition of social media: “Social media are Internet-based channels that allow users to opportunis­
tically interact and selectively self-present, either in real-time or asynchronously, with both broad and narrow audiences who derive
value from user-generated content and the perception of interaction with others.”
Within a few short years, social media technology advancements have expanded on a never-before-seen scale, altering not just our
communication but also our interactions with other individuals. The rise of social software opens up new channels and chances for
greater engagement and cooperation [4]. The participatory web enables people to create and maintain relationships with others, build
their online communities, and circulate information in a variety of formats, including wikis, tweets, blogs, videos, podcasts, feeds from

* Corresponding author.
E-mail address: abdusshabur@du.ac.bd (Md.A. Shabur).

https://doi.org/10.1016/j.heliyon.2024.e26234
Received 18 June 2023; Received in revised form 5 February 2024; Accepted 8 February 2024
Available online 15 February 2024
2405-8440/© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Md.A. Shabur and Md.R. Siddiki Heliyon 10 (2024) e26234

RSS, and more. It includes social networking sites like Facebook and content-sharing websites like YouTube and Flickr. The trans­
formations created by new social media platforms have grown so prevalent and instilled in our society that attempting to limit their
effect at the educational doorstep is pointless. Nonetheless, they might expand, augment, and provide fresh collaborative aspects to the
classroom [5].
Understanding students’ perspectives regarding their social and academic lives is crucial for engaging them in the most effective
way possible. Students commonly utilize social networking websites and apps. These websites play a key role in their daily lives, where
they spend a lot of time. Studies show that university students utilize social networking sites more than students of any other age group
[6]. Online social networks have tremendous potential as a medium for educational purposes. Connecting with groups of learners and
other educational institutions provides students with several chances to enhance their education and gain access to cutting-edge
knowledge [7]. Students can also share information with one another through making connections with people from a variety of
backgrounds. The results of students’ educational endeavors may benefit as a result of this [8]. Roughly 67% of undergraduates
surveyed by a private organization agreed that mobile computing gadgets like mobile phones, smartphones, and laptops are extremely
important to their educational success and professional development [9]. Electronic communication tools are getting into every part of
life faster and faster. Educational institutions have been struggling for decades to figure out what role these devices play in sharing
content, being useful, and being interactive. Adopting and using cellphones and social media can help students learn in the future by
giving them access to course materials and letting them talk to their peers and specialists [10,11]. Pew Research Centre recently found
that 55% of 15–17-year-old Americans use web social networking sites like Facebook, MySpace [12]. Therefore, it is safe to say that
young people’s lifestyles have shifted because of social media and other internet-based technology. Social media and mobile device
usage has benefits and drawbacks, with the former particularly evident in terms of student access to course materials (such as readings,
videos, and handouts). Most students agree that their smartphones and other portable gadgets are the best, most cost-effective ways to
find reliable information. Western research has found that using social media for group study can have a major impact on students’
success in the classroom [13].
This research set out to answer the question, “How does the widespread adoption of mobile devices for facilitating information
exchange among educators, facilitating collaboration among educators, and facilitating assessment of students’ academic performance
affect teaching and learning practices in higher education?” The primary purpose of this research was to inquire into how modern-day
students value the use of mobile devices and social media in the classroom. However, this study focused solely on students’ experi­
ences, their comprehension of how social media and smartphone technology have changed, and their proficiency in academic
achievement. The main goal of this study was to determine what students thought about mobile devices and social networking sites
when they were used in higher education to interact and communicate with classmates. Electronic gadgets and social media, according
to a study from the University of Central Florida (UCF), give students the chance to learn collaboratively and enable them to share
resources with their peers [14]. Multiple universities in the Middle East found that social media has had a major effect on their in­
stitutions, particularly in the areas of instructional materials and student engagement. However, due to a number of barriers such
limited internet accessibility and mobile devices, faculty members only seldom use social media. Using social media and mobile de­
vices, students have the ability to develop, alter, and share course content in a variety of formats, including written word, visual
content, or recordings. These advances in technology result in the emergence of new learning cultures that are centered on the concepts
of group exploration and engagement [15]. After Web 2.0 became a reality in 2005, the phenomenon of social media emerged. It is a
set of online apps that expand on Web 2.0’s conceptual and technical foundations and allows users to create and distribute content [2].
Students can use smartphones and social media to access materials, resources, and content for the course, and communicate with
mentors and peers. Students can use social media platforms in educational institutions to communicate with instructors, download
course materials, customize their profiles, and build communities of learners [16]. Currently, 90% of school-age pupils use the internet
on a regular basis, with over 75% of youngsters using social media platforms for e-learning [13,14]. Students at three different US
universities participated in a focus group, and their responses showed that social media use facilitated information exchange, as well as
the creation of and participation in extracurricular activities [14].
After considering the aforementioned facts, it is clear that numerous studies have been conducted on the use of social media by
students of different ages in various fields. However, there is a lack of relevant research specifically examining the connection between
social media and interactive learning, particularly at the university level. In order to address this research gap, the present study
conducts a comprehensive examination by utilizing a survey to assess student engagement, along with employing several statistical
approaches. The authors anticipate that this study will provide a new opportunity for students, instructors, and policy makers to
effectively utilize social media in order to foster interactive and collaborative learning.

2. Framework and hypothesis for research

The usage of online resources for e-learning by learners at colleges and universities has expanded due to technical advancement,
and these changes have completely altered communication patterns. According to a study of 3000 undergraduates in the US, 90% of
them distribute resources on Facebook, while 37% do so via Twitter [17]. According to a study, students’ capacity to learn in practical
ways is impacted by their usage of social media platforms in colleges and universities [18]. According to data collected from a field
experiment of 252 business and management majors at the undergraduate level, we know that students’ use of Twitter to organize their
social life and spread course-related news impacts their academic success [19].

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2.1. Utilizing social media platform for learning collaboratively and teacher-peer interaction

Numerous studies have looked at how colleagues might communicate in educational institutions using social networking sites and
mobile technologies.90% of academicians use social networking sites outside of their institutions for professional or academic ob­
jectives. YouTube as well as Facebook are among the top frequented sites to achieve commercial outcomes, approximately two-thirds
of all faculty use at least one form of media for an educational session, and thirty percent of posted content encourages students’
reading, viewing, and engagement [20]. The widespread adoption of social networking websites and cellphones among university
students is a novel phenomenon and a relatively unexplored area for academic inquiry. According to the United States Department of
Education, the vast majority of today’s university professors use social media for professional purposes, such as instructing students in
foreign languages, engaging with students in different regions, and disseminating course materials. A survey of 308 postgraduates and
graduate students at a Saudi Arabian university revealed a favorable association between students’ use of online social networks for
chitchat, exchange of files and information, and the acquisition of new knowledge, as well as for their own personal [21]. Researchers
at a Carnegie-classified U.S. doctoral research university found that the likelihood of using social media in the classroom decreased
with increasing levels of perceived risk, while the perceived usefulness of social media increased with increasing levels of external
pressure and task-technology compatibility [22]. As a result, the authors of the paper hypothesized.
HT1. The incorporation of social media for learning together is connected with increased teacher interaction.
Furthermore, Madden and Zickuhr [23] discovered that 83% of those who use the internet between the ages of 18 and 29 utilize
social media to engage with coworkers. Other researchers found that 74% of Malaysian undergraduates believed that social media
encourages a favorable attitude towards studying English [24]. Nonetheless, a new study of 456 authorized US schools revealed that in
terms of e-learning and keeping in touch with peers, 100% use social media, with 98% mostly using Facebook and 84% primarily using
Twitter [25]. Students’ platform usage was found to be correlated with both the quality of their interactions with their peers and the
success of their careers [26]. Social media use has the ability to create interactive learning spaces where students can share content and
materials related to education [27]. The study of 233 pupils attending American higher education institutions found that more
reclusive students engage in social media interactions, which helps them learn collaboratively and boosts their confidence [28]. Thus
second hypothesis can be stated as:
HT2. Interactivity with peers is favorably connected with using social media platform for learning together.

2.2. Using social media to promote group learning, peer interaction, knowledge sharing online, and student involvement

The time and effort that students put into using social media of all kinds reflects their dedication to improving their education, as
does the time and effort they put into interacting with their peers and instructors in order to learn together [29]. Engagement is a state
of activity that depends on how much or how little contact there is [30]. The explosion of computing power and data storage space has
made the internet the primary location for gathering information. One study found that 52% of students used social media during class
time, including distributing videos, blog posts, conversing, and wiki sites. Another survey indicated that thirty percent of learners were
actively using social networking sites to communicate with classmates, instructors, and adults outside of school [31]. With its growing
sophistication and power as an IT tool, online education now has a major impact on student’s academic performance. If you want to
improve, share what you know with others. The strength of one’s social network was found to have the most bearing on one’s pro­
pensity to share information online; this, in turn, was found to have a direct correlation to actual information-sharing behavior [32]. In
addition to providing a highly personalized and engaging learning environment, social media can also boost students’ intrinsic
motivation [33]. That’s why our third hypothesis can be stated as:
HT3. The practice of sharing one’s knowledge and expertise online is correlated with the utilization of social media networks for
purpose of collaborative education.
In a nutshell, students can network and learn from one another through the use of social media and websites. Most students at
today’s universities are constantly checking their smartphones and other high-tech devices for news and updates. Approximately one
hundred thousand users join Facebook every day, making it the most popular social networking site among students [34]. Researchers
in Switzerland created Grasp as a networking platform where students may work together to study and share materials [35]. Students
of other two different universities were pleased with and willing to adopt ‘Grasp’ as a means of collecting, organizing, and dissemi­
nating course materials. The usage of social media by students will be pervasive, varied, and widespread [36]. So we can take following
statement as our fourth hypothesis:
HT4. Students are engaged more when they communicate to their teachers more.
On the other hand, students in a study of a total of 233 preferred communicating digitally over in-person, and this preference
translated into improved collaborative learning and self-assurance. Despite this, students are more likely to prefer online versus in-
person interactions [28]. One way in which social media may help people learn more advanced material is by encouraging them to
work together with those who are already well-versed in the subject [37,38]. Researchers observed that the students’ academic
self-confidence and optimism had direct effects on their performance and adjustment [39]. Both male and female students in Malaysia
reported satisfaction with using social networking sites for collaborative learning, and researchers found that student participation had
a favorable effect on academic outcomes [40]. In this way, people saw the openness, interactivity, and friendliness of social media as a

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potent force for educational endeavors. One study looked at how Twitter affected students’ engagement in discussions in class and its
stated goal. They found that Twitter made students talk more outside of class and get more involved in panel discussions [41]. Students
are more likely to utilize Facebook and other similar communication tools to help them with classwork, according to a study by
Roblyer et al. that contrasted students and teachers’ technological competence. Faculty members also preferred traditional means of
communication, including email [42]. So our fifth hypothesis can be expressed as.
HT5. More interaction between students leads to greater involvement over time.
Similarly to how social media helps people to interact and share information, social networking sites allow students to do the same
[14]. The knowledge, talents, and results related with the use of social media platforms increased as well. There was an emphasis on
the fact that 90% of teachers were integrating social media into their lessons. According to the research, the most popular social media
network is Facebook., with 40% of professors requiring learners to read and watch content shared on the platform. Most students also
cite online videos, wikis, and other resources as their primary method of knowledge acquisition [43]. Perhaps more surprising is the
fact that more than half of the 658 professors studied at various Turkish universities utilize a minimum of one form of social media. In
addition, students cited the availability of efficient and rapid communication technologies as their key motivator for embracing social
media for scholastic purposes [44]. So our sixth hypothesis has been stated as.
HT6. There is a good association between digital sharing of information and student involvement.
In a multiple-treatment study that used the act-react paradigm to improve students’ educational performance and efficiency,
students’ involvement and educational efficiency were found to rise when a monitoring oneself record sheet was made available to
them [45]. Students who participate in extracurricular activities had higher rates of academic achievement, higher grade point av­
erages, higher levels of student performance, and more favorable expectations towards their academic ability [46]. They spend time
browsing online social media platforms associated with student engagement, which serves as an inspiration for academic achievement
[47]. A survey of 671 Jordanian students found that Student participation has a direct effect on academic success, and parental
involvement has an indirect effect as well [48]. A student is more likely to devote focus in class, take initiative in extracurricular
endeavors, and ultimately succeed academically if they are actively engaged in their studies [49]. Regardless of a student’s Intelligence
or attitude, though, they must actively participate in class. A total of 1906 students from 7 Colombian universities reported a weak link
between collaborative learning, student-faculty engagement, and academic success [50]. There our seventh and last hypothesis is:
HT7. There is a favorable correlation between students’ levels of engagement and their academic outcomes.

3. Methods

Students at a number of public universities in Bangladesh were surveyed both in person and online to ascertain their perspectives
on the use of social media platforms for student interaction in higher educational institutions. The explanation for selecting university
students as participants is that digital devices such as smartphones, laptops, and iPads, which are crucial for seamless communication
on social media, are provided to students after completing their intermediate level education, specifically upon entering the university
level, particularly in the Indian subcontinent. Therefore, our study exclusively selects university students. We employ a 5-point Likert
scale as a psychometric response approach, allowing respondents to succinctly express their degree of agreement using five points.
Study of Al-Rahmi [40] was used as a source for this study’s measurements of interaction with classmates and instructors, items of
students’ involvement, declaration of social media platforms for learning together, and determinants of students’ educational
achievement. The statement about how people share information online was derived from a study by Ma and Yuen [51]. On a
standardized seven-point rating scale with an anchor ranging from 1 (Strongly Disagree) to 7 (Strongly Agree), we measure the pa­
rameters of all of the aforementioned characteristics. Using four variables, we were able to analyze the extent to which students
communicate with their classmates in the classroom through the usage of social networking sites. Interaction with teachers was
assessed with four symbols. For example, I can talk with my teacher when I use social media in class. Using social media to measure
three indicators of engagement I felt that my perspectives were considered in this class. Utilizing four factors, the use of social networks
for collaborative education was assessed. The collaborative learning atmosphere on social media is superior to a traditional classroom
setting. The academic success of students was assessed using five indicators –I used social networking sites to develop a teacher-student
interaction with my instructors, which improved my academic achievement. Five symbols were used to assess internet-based infor­
mation-sharing behavior-the guidance we obtained from other colleagues through social media has expanded our expertise.

3.1. Measurement and procedure

We used a convenient approach to sampling to collect data from 350 students at four public universities in Bangladesh. For the
purpose of testing and assessing the suggested research model, the authors employed the latent multivariate technique of structured
equation modelling (SEM), which allows for the simultaneous estimate of the structural and measurement parameters without the need
for the parametric presumptive thinking [52,53]. Confirmatory factor analysis (CFA) has been applied to investigate whether or not
commonly acknowledged threshold of discriminate and convergence of validity was met. All indicators should have a loading of 0.50
or higher [54,55]. And it must be statistically noteworthy at the 0.05 level or higher. In this analysis, we double-checked our mea­
surements and structures using SPSS 22.0 (Statistical Package for the Social Sciences) as well AMOS (Analysis of a Moment Structures).

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3.2. Demographic report

Table 1 demonstrates the demographic and other related information of the participant students. Here gender, age, Facebook friend
number, academia group joined, educational page followed and time spent on social media are selected as sample variables. Un­
doubtedly, Facebook is now the leading social network globally. The quantity of Facebook friends also impacts the amount of time
spent on Facebook. The more friends one has, the more time they spend. The level of social media engagement is influenced by the
quantity of educational pages that one follows. These criteria have been selected for this reason. The age range of 16–20 accounted for
60.5% of the participants. The possible explanation for this phenomenon is that typically, students under the age of 20 are in their first
two years of study. Moreover, during that period, the academic and employment demands are comparatively reduced, allowing in­
dividuals to allocate more time to engage in social media activities. However, as individuals grow older, the demands of academia,
research, and professional pursuits intensify, leading to a reduction in the amount of time they allocate to social media. Consequently,
their participation in this study was likewise limited in number. And the vast majority of them were male (54.2%). At this moment, it is
crucial to remember that 56.4% of students have joined between 1 and 4 academic pages in order to learn new things and expand their
horizons. The majority of students (53.4%) spent between one and 4 h per week using social networking sites for international teacher
and student collaboration. Students used a variety of academic websites to access course materials; 60.5% reported regular contact
with instructors; and students used a wide range of social networking sites, including Facebook, YouTube, Slideshare, ResearchGate
etc.
According to a report by Nasir et al. the majority of social media users in our neighboring country India are college students, with
33% of them being female and 27% male. This report also predicts that India will have 370.77 million users of the internet by 2022, the
most of any country. Furthermore, the majority of teachers (44%) now use smartphones to communicate with students and distribute
course materials. The main incentive for teachers and students to take advantage of resource materials is the advances in technology
that have made this possible [56]. When polled about their social media habits, students revealed that they rarely use it for promoting
themselves, but do use it frequently for self-education, frequently use it to spend time with associates, and frequently share useful
information.

4. Results

4.1. Validation of instruments

We used the structural model to investigate the strength and significance of the link between unobserved variables. Using
Confirmatory Factor Analysis (CFA) and related procedures, we managed to ascertain that both the validity and dependability of the
provided measurement model were adequate. In this analysis, we double-checked our measurements and structures using SPSS 22.0
(Statistical Package for the Social Sciences) as well AMOS (Analysis of a Moment Structures) [54,57]. To check if the generally
acknowledged requirement of discriminant and convergent validation was met, a Confirmatory Factor Analysis (CFA) was performed.
As mentioned before, all indicators must have a loading of 0.70 or higher to be considered statistically significant at minimum at level

Table 1
Demographic report of sample population (N = 350).
Parameter Subcategory Percentage

Gender Female 45.8%

Male 54.2%
Age 16–20 60.5%
21–25 25.4%
26–30 10.2%
31–35 3.9%
Facebook friends count 0 5.2%
1–300 20.3%
301–600 22.9%
601–1000 20.6%
More than 1000 31.0%
How many groups in academia have joined 0 24.6%
1–4 56.4%
5–9 15.2%
10–15 2.3%
More than 15 1.5%
Following how many educational pages 0 10.6%
1–4 60.5%
5–9 18.7%
10–15 7.1%
More than 15 3.1%
The usage of social media platforms 1–4 h/week 53.4%
5–8 h/week 22.4%
9–14 h/week 15.6%
Greater than 14 h/week 8.6%

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of 0.05. Table 2 represents the brief information of variables and questionnaire. And Table 3 demonstrates the calculated value of
Value of Factor loading for different items, Cronbach’s α (CA) coefficient, Composite Reliability (CR), Average Variance Extracted
(AVE). These values are calculated by SPSS and Microsoft Excel.
The suggested measuring model’s dependability was evaluated using CR or CA-based tests. The CA offers a rough approximation of
the correlation between the indicators [58]. The CA’s accepted level is 0.7 or extra [59]. Each of the latent variables that were assessed
in this study are greater than the suggested limit, as shown in Table 3. However, results have been shown for Average Variance
Extracted (AVE) that are larger than the 0.5 threshold. In light of these results, we can confidently say that our instrument is reliable
and accurate. For further details, please take a look at Table 4. The mean value of each variable appears to fall within the range of 4–5.
This is a clear indication for the acceptance of our all hypothesis. Bur we can’t predict the value of path coefficient at this stage. The
standard deviation value for each variable is roughly 1.5, which is thought to be satisfactory.
The convergence validity, discriminatory dependability, and the lack of multi-collinearity are just few of the tests that the mea­
surement model easily passes. The outcome demonstrated that our model is in accordance with universally recognized criteria for
validating data [60]. Goodness of fit was measured using the Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), the Goodness of
Fit Index (GFI), the Root Mean Residual (RMR), and the Root Mean Square Error of Approximation (RMSEA).
The value of CMIN/DF, RMR and RMSEA are also in permissible limit. Optimal levels of TLI is higher as a baseline 0.90 [55]. The
value for GFI and CFI is slightly lower than 0.90 but it is acceptable. The model analysis indicated in paragraph four above showed that
the lower bound was met, as shown in Table 4. For further evaluation, please refer to Table 5. Based on the provided facts, it can be
concluded that our study technique is both legitimate and appropriate (see Fig. 1).
In Fig. 2, we see the variable par connection of the path coefficient from multiple hypotheses. Standardized partial regression
coefficients, Beta Coefficients (β), represent the strengths of the model’s multivariate link between latent variables. Based on the
literature, it is clear that a path coefficient with a value of 0.10 or higher, at a significance level of 0.05 or below, indicates that the
corresponding hypothesis can be accepted [61]. Surprisingly, all hypotheses were accepted, and teacher-student interaction accounted
for 61.2% of the total variation, 50.3% of the variance in interactivity with peers, 44.3% of the variance in online information sharing
attitudes, 77.4% of the variance in students’ engagement, and 77.4% of the variance in students’ academic performance was explained.
When other factors are taken into account, there is a strong link between social media interactive learning and instructor interaction (β
= 0.703, p < 0.001), which shows that social media has a straight effect on contact with the instructor.
However, there is a mathematically essential advantageous connection between using social media for interactive learning and
peer interaction (β = 0.697, p < 0.001), which means that college and university students who use social media for learning have
significantly more meaningful interactions with their instructors and fellow students than those who do not suggested 10% growth in
social networking use for educational purposes; predicted 6.97% rise in interaction among peers. When university students use social
media to work together on assignments, they are more likely to discuss and share their findings online with friends and instructors (β =
0.607, p < 0.001).

Table 2
Questionnaire and variable description.
Interaction with Instructor (IAWI)
IAWI 4: Utilizing social media enables the transmission of information between the student and the instructor.
IAWI 3: Utilizing social media simplifies communication and interaction with the teacher.
IAWI 2: Utilizing social media provides me with the chance to engage in discussions with the teacher.
IAWI 1: Utilizing social media enables me to engage in discussions with the teacher.
Interaction with Peers (IAP)
IAWP 4: Utilizing social media enables the sharing of information among colleagues.
IAWP 3: Utilizing social media in the classroom promotes interactive communication among classmates.
IAWP 2: Utilizing social media in the classroom affords me the chance to engage in discussions with my fellow classmates.
IAWP 1: Utilizing social media in the classroom enhances engagement with classmates.
Students Engagement (SE)
SE 3: Through the utilization of social media, I perceived that my viewpoints were duly acknowledged and considered in this course.
SE 2: Utilizing social media enhanced my sense of worth via meaningful relationships with my peers and instructors.
SE 1: The utilization of social media has enhanced my personal interactions with both my classmates and professors.
Usage of social media for Collaborative Learning (SMCL)
SMCL 3: I acquired new skills and information by learning from my group members.
SMCL 2: I enhanced my research skills by collaborating with my peers.
SMCL 3: I acquired new skills and information by learning from my group members.
Academic Performance of Students (APS)
APS 5: Utilizing social media enhances my engagement with peers and professors, hence aiding in the enhancement of my academic achievement.
APS 4: Utilizing social media platforms to foster a student-lecturer rapport, hence enhancing my academic achievements.
APS 3: Utilizing social media platforms, I can organize group conversations with my students, which subsequently enhances my academic achievement.
APS 2: Utilizing social media platforms to enhance academic activities and establish communication channels with instructors.
APS 1: Utilizing social media platforms to enhance academic endeavors and collaborate with fellow students.
Online Information Sharing Attitudes (OISA)
OISA 5: The guidance I obtain from my peers through social media empowers me to perform similar jobs with enhanced autonomy.
OISA 4: The recommendations I obtain from fellow members through social media enable me to enhance the caliber of comparable tasks.
OISA 3: The advice I receive from fellow members through social media enables me to accomplish comparable activities with more efficiency.
OISA 2: The advice obtained from our colleague through social media has enhanced our expertise.
OISA 1: The counsel I obtain from my peers through social media has augmented my comprehension.

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Table 3
Value of Factor loading for different items, Cronbach’s α (CA) coefficient, Composite Reliability (CR), Average Variance Extracted (AVE).
Items IAWI IAWP SE SMCL APS OISA CA CR AVE

IAWI 4 0.887 0.927 0.925 0.756

IAWI 3 0.836
IAWI 2 0.915
IAWI 1 0.837
IAWP 4 0.873 0.941 0.927 0.760
IAWP 3 0.854
IAWP 2 0.916
IAWP 1 0.843
SE 3 0.862 0.879 0.887 0.723
SE 2 0.904
SE 1 0.781
SMCL 3 0.896 0.934 0.928 0.811
SMCL 2 0.937
SMCL 1 0.867
APS 5 0.861 0.938 0.942 0.765
APS 4 0.881
APS 3 0.849
APS 2 0.873
APS 1 0.907
OISA 5 0.849 0.926 0.924 0.709
OISA 4 0.884
OISA 3 0.884
OISA 2 0.878
OISA 1 0.701

Note: IAWI-Interaction with Instructor, IAWP- Interaction with Peers, SMCL- Usage of social media for Collaborative Learning, APS- Academic
Performance of Students, SE-Students Engagement, OISA- Online Information Sharing Attitudes, CR -Composite Reliability, CA- Cronbach α coef­
ficient for latent variables.

Table 4
Statistics of correlation.
Sample (N) Mean (M) Standard Deviation (SD) IAW_I IAW_P S_E AP_S OIS_A SMC_L

IAW_I 350 4.3044 1.56974 1

IAW_P 350 4.1257 1.44156 0.629* 1
S_E 350 4.1176 1.47896 0.671* 0.729* 1
AP_S 350 4.4126 1.49635 0651* 0.716* 0.786* 1
OIS_A 350 4.4796 1.50469 0.53* 0.601* 0.671* 0.672* 1
SMC_L 350 4.3017 1.53154 0.632* 0.708* 0.754* 0.771* 0.653* 1

Note: The correlation is statistically significant at the level of 0.01 (two-tailed).

Table 5
Value of Structured Equation Modelling (SEM) fit indices.
Fit indices Literature-based cutoffs values Our study

Measurement by Absolute fit

CMIN/DF 1–2, Sometimes 1–5 1.681
RMR <0.05, <0.08 0.794
RMSEA <0.05, <0.08 0.082
Measurement by Incremental fit
GFI >0.90 0.861
TLI >0.90 0.934
CFI >0.90 0.889

Furthermore, a substantial positive relationship existed between student-teacher interaction and student engagement (β = 0.443, p
< 0.001), indicating that higher student engagement is associated with more frequent teacher conversations. A similar interpretation
of this data suggests that a 10% increase in student-teacher involvement should lead to a 4.43% rise in participation by students.
Students’ motivation increases significantly when they have opportunities to interact with their peers (β = 0.248, p < 0.001). The
study’s findings, when put into practice, showed that for every 10% increase in student participation, there was a 2.48% rise in student-
peer interactions. Authors would be more satisfied if this value were higher than that. Online information sharing attitudes are
positively associated with student involvement (β = 0.254, p < 0.001). So it can be said that every 10% increase in online information
sharing attitudes, there was a 2.54% increase in student engagement. Ultimately, there is a practically substantial high link between
student engagement and academic performance (β = 0.961, p < 0.001), suggesting that students who participate actively in interactive

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Md.A. Shabur and Md.R. Siddiki Heliyon 10 (2024) e26234

Fig. 1. Research model.

Fig. 2. Research findings (path diagram).

learning through social networking sites have superior outcomes. That concludes the results of our research.

5. Discussion and implication

The academic community is currently engaged in an ongoing discussion over the possible educational gains that could result from
making use of networking and social media platforms. The science of human psychology, in general, assumes that such media for
communication technology is merely for recreation, but it is important to emphasize here that if followed with correct attention, it
could prove fruitful. It’s no secret that most modern college/university students rely on social media for everything from keeping in
contact with friends and family to collaborating on group projects and sharing materials. The vast majority of today’s students of
college/university are members of many online academic communities, ranging from YouTube channels to Facebook, WhatsApp, and
Messenger group. When student interest rises by 10%, on average, students talk to one another 2.48% more. As indicated by the study’s
findings, when students use multiple platforms, they start talking amongst themselves. Improved academic outcomes are a direct result
of students’ increased participation in online collaborative learning via the use of social networking sites. This study found that for
every 10% increase in student involvement, academic success rose by 9.61%.
This in-depth investigation concluded that student performance in several key areas improved when they used social media
platforms, including creativity, vitality, and the capacity to connect with a global instructor for collaborative activities. Utilizing social
media platforms for collaborative learning and interaction with instructors and peers leads directly to increased student engagement.
The institution of higher learning is responsible for providing an environment where students’ inherent intelligence can flourish.
Evidence from empirical studies suggests that when students are actively involved, the use of social networking sites and devices for

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Md.A. Shabur and Md.R. Siddiki Heliyon 10 (2024) e26234

communication turns it easier for them to access information and connect with one another in actual time about sharing the contents of
teaching materials.
Furthermore, Students who struggle to speak in front of their peers would benefit greatly from the availability of such high-tech
communication devices, while teachers could use the internet to participate in worldwide collaborative teaching and learning.
Extensive use of such advanced technology in higher educational institutes teaching pedagogy turns it easier for instructors and pupils
to engage in digital interaction, internet-based learning, group discussion, etc. Table 6 indicates that when students utilize social media
for educational collaboration, they interact with their peers and instructors, discuss and share their work, and ultimately enhance their
academic achievement. The implications for the future of the field of higher education and international cooperation in the classroom
are enormous. The relevant authority now can implement a policy addressing the utilization of social media for interactive learning at
institutions of higher education. In order to do this, it is imperative that both teachers and students get comprehensive training to
engage in real-time practical exercises of social media in educational institutes. Otherwise, it might have catastrophic consequences in
the educational sector due to its addictive nature. In the past, the use of mobile phones or smart gadgets was prohibited in the
classroom. It is now time to overcome barriers and utilize emerging innovations and technologies to improve the education industry
with appropriate guidelines and rules.

6. Limitations and future recommendations

This study, like other studies, has its shortcomings and limits. The main flaw of this research is that it ignores the potentially
harmful effects of compulsive social media use and the addictive nature of these platforms. Only students from few public universities
participated in the study. As a result, we can’t generalize the research’s findings. This study indicated promising outcomes since
undergraduates often employ mobile devices like smartphone, laptops, tablets etc. and social media platforms not just for enter­
tainment but also to further their education. In addition, since this research only involved students and not teachers or guardians, it’s
plausible that the professors weren’t interested in taking part in the study. This opens the door for potential future studies aimed at
university teachers and guardians. Future research endeavors may encompass a broader range of institutions, colleges, and even
schools with a larger participant pool from across the entire country. Due to the COVID-19 epidemic, online education became the
main focus, leading to an increased usage of social media among individuals of all age groups. The authors believe their study is the
first to examine the benefits of social media in Bangladesh’s higher education sector.

7. Concluding insights

The primary aim of this study is to examine the correlation between developing social media digital gadgets and interactive or
collaborative learning. In order to evaluate this correlation, we have formulated seven hypotheses supporting the notion that social
media facilitates the interactive learning process. The hypotheses were derived from an extensive literature research and past in­
vestigations pertaining to this issue. Subsequently, we employed a questionnaire to substantiate our hypothesis and gathered data
about the perception of the sentences in the questionnaire using a 7-point Likert scale. Subsequently, the data were inputted into the
SPSS programme to compute the loading factor and other relevant statistical variables, yielding appropriate results. Subsequently, the
ultimate beta value was computed, and remarkably, all hypotheses were validated. The data clearly demonstrate that social media
facilitates student interaction with both professors and peers, leading to improved academic performance.
This research undoubtedly promotes the use of social media for interactive learning. However, it is important to establish certain
guidelines. Given the addictive nature of social media among the younger generation, it is imperative for legislators and instructors to
establish appropriate restrictions in order to prevent any disruptive occurrences. Empirical research indicates that students’
engagement in class would increase if they were able to utilize social media to share course materials, collaborate on homework, and
connect with professors and peers. The results of this study can assist businesses in formulating strategies to effectively utilize social
media for education focused on cooperation. After all it can be said that in this modern era of 21st century, we can’t deny the
application of social media in any sphere of life. And education is the most important sector of any country. That’s why concerned
authority should take proper measures to use social media and digital devices appropriately in the Field of education to promote
interactive learning process.
After all it can be concluded that in this modern era of 21st century, we can’t deny the application of social media in any sphere of
life. And education is the most important sector of any country. That’s why concerned authority should take proper measures to use
social media and digital devices appropriately in the field of education to promote interactive learning process.

Ethical approval

This study was approved by Directorate of Research & Extension, Chittagong University of Engineering and Technology,
Bangladesh. The ethical approval number is- CUET/DRE/2023/112.

Ethical statement

Authors confirmed that no human or animal was harmed during collecting data.

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Md.A. Shabur and Md.R. Siddiki Heliyon 10 (2024) e26234

Table 6
Results-based hypotheses.
Hypotheses Path coefficient Accepted/
(β) Rejected

HT1: The incorporation of social media for learning together is connected with increased teacher interaction 0.703*** Accepted
HT2: Interactivity with peers is favorably connected with using social media platform for learning together 0.697*** Accepted
HT3: The practice of sharing one’s knowledge and expertise online is correlated with the utilization of social media 0.607*** Accepted
networks for purpose of collaborative education.
HT4: Students are engaged more when they communicate to their teachers more 0.443*** Accepted
HT5: More interaction between students leads to greater involvement over time 0.248*** Accepted
HT6: There is a good association between digital sharing of information and student involvement. 0.254*** Accepted
HT7: There is a favorable correlation between students’ levels of engagement and their academic outcomes 0.961*** Accepted

Note: *** = p < 0.001, Researchers calculated and compiled the data using a questionnaire.

Availability of data and materials

All data have been collected from college/university students upon request as mentioned in the article above. While collecting data,
authors asked every participant about the publishing their given data in journal paper and all the participants gave their full consent
about publication. Even they were very much interested in participating in this study. Moreover, there is no individual person’s data in
any form (including individual details, images or videos) in this study.
Data will be made available upon request.

Funding

No funding information is available.

CRediT authorship contribution statement

Md. Abdus Shabur: Writing – review & editing, Writing – original draft, Validation, Supervision, Software, Project administration,
Methodology, Formal analysis, Conceptualization. Md. Raihan Siddiki: Writing – review & editing, Investigation, Data curation.

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to
influence the work reported in this paper.

Acknowledgements

Authors want to thank and acknowledge those participants who have given us the opportunity to survey this study and help us by
providing adequate information.

Appendix A. Supplementary data

Supplementary data to this article can be found online at https://doi.org/10.1016/j.heliyon.2024.e26234.

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