Unravelling the Complexity of Addiction to Social Networking Sites: A Multidimensional Analysis

Information behaviour and social network sites addiction (hereafter referred to as SNS addiction) are two concepts that have become increasingly relevant in the digital age. Information behaviour refers to how individuals seek, access, evaluate, and use information to meet their goals. These two concepts can be interconnected. Individuals who exhibit addictive tendencies may excessively and compulsively use social networks to obtain information or social approval, which can be reinforced by the constant availability of information and social connections. This study aimed to investigate the multidimensional nature of SNS addiction by examining socio-demographic characteristics, personal, spatiotemporal, environmental, and task contexts. A cross-sectional survey was conducted among 174 users to assess addiction levels and explore related factors. The Addiction Severity Index (ASI) was used to classify participants into four levels. Data analysis included cross-tabulations, frequency counts, and chi-square tests. The results revealed that 41% of participants were classified as SNS addicts, suggesting a significant prevalence of this behaviour. No significant differences were found in addiction levels based on gender and age groups. In terms of individual context, those classified as addicts demonstrated excessive involvement in activities such as media viewing, content rating, and private messaging. In conclusion, this thorough analysis emphasizes the intricate, multifaceted nature of the phenomenon and underscores the importance of considering contextual factors when designing effective interventions. Understanding the intricate dynamics of SNS addiction can inform the development of effective strategies for healthier patterns of usage of information

Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying

Social media (SM) provide new opportunities to foster collaboration and engagement between students. However, the moderating effect of cyberstalking and cyberbullying on the relationship between students’ academic performance and collaborative learning has not yet been addressed. Therefore, this study aims to bridge the literature gap concerning the use of SM and explore its effect on student performance through Cyberstalking and cyberbulling. A questionnaire 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

Social media–based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying

Social media (SM) provide new opportunities to foster collaboration and engagement between students. However, the moderating effect of cyberstalking and cyberbullying on the relationship between students’ academic performance and collaborative learning has not yet been addressed. Therefore, this study aims to bridge the literature gap concerning the use of SM and explore its effect on student performance through Cyberstalking and cyberbulling. A questionnaire 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