International Journal of
Information and Education Technology

Abstract

This study examined the impact of social media identity on online learning through social media. Smart-PLS 3.3 was run to test the relationship between social media identity, self-efficacy, and social influence on online learning through social media. The Moderation effect of social influence and self-efficacy on the relation between social media identity and behavioral intention to use social media for online learning was examined. Questionnaires were distributed online and 362 valid responses received. Results showed significant positive impact of social media identity, self-efficacy and social influence on behavioral intention to use social media in online learning courses. The moderating effect of self-efficacy and social influence was affirmed. High self-efficacy led to the negative impact of social media identity on the use of the use of social media in online learning. The high social influence led to the positive impact of social media identity on social media use in online learning. The study recommends developing guidelines for integrating social media effectively in education, creating user-friendly platforms, and enhancing students’ self-efficacy through engaging projects. Additionally, promoting communication and considering emotional participation, self-efficacy, and social influence are essential. Further research could explore performance expectancy and academic achievement for deeper insights.