The use of online social games, nowadays, is so rampant especially among students of higher learning. This provides them with means to interact with one another by sharing the same interests irrespective of locations. The use of online social games tools is noticed to be high among female students. Meanwhile, an e-learning environment that has the features of social network tools such as games has great potential to innovate and stimulate the continual usage of E-learning among students,
by fostering social interaction and knowledge sharing among the students. E-learning is an important online tool that can be used to achieve quality of learning and teaching among students in higher education.It is thus pertinent for any online technological tools that will maintain efficient usage, especially among female
students to be able to facilitate social interaction, since female students are more
comfortable sharing ideas among their peers.To this end, the study intend to consider the assumptions of community of inquiry model which highlights three important constructs that provide theoretical details for consideration in this study. To be
specific, this research examines the impact of social presence, cognitive presence and teaching presence of online social games on E-learning usage among female students of higher institutions .To achieve these objectives, three hypotheses were
formulated based on previous studies. In order to examine these hypotheses, data was collected among female students at school of computing, Universiti Utara Malaysia . While the sample size of the study was 80 female students and the data was subjected to tests of reliability, descriptive statistics, correlations, and multiple regression analysis. The findings of this study revealed that, the attributes of online social games; cognitive presence and teaching presence have positive significant impact on E-learning usage. Meanwhile, social presence does not have a significant
impact on E-learning usage
