The Dark Side of Mobile Learning via Social Media: How Bad Can It Get?

Abstract

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