Investigating the impact of social media platforms use among children on formal and informal learning: From the uses and gratifications theory perspective

• Published in: Journal of Infrastructure, Policy and Development Vol. 8; no. 1
• Main Authors: Youssef, Enaam, Malek, Mahra Al
• Format: Journal Article
• Language: English
• Published: 19.12.2023
• ISSN: 2572-7923; 2572-7931
• DOI: 10.24294/jipd.v8i1.3026

Social media has become one of the primary sources of communication, information, entertainment, and learning for users. Children gain several benefits as social media helps them acquire formal and informal learning opportunities. This research also examined the effect of social media on formal and informal learning among school-level children in Ajman, United Arab Emirates (UAE), moderated by social integrative and personal integrative needs. Data was gathered by using structured questionnaires, which were distributed among a sample of 364 children. Results revealed that social media significantly affects Informal and formal learning among children, indicating its usefulness in child education and development. The results also indicated a significant moderation of social integrative needs on social media’s direct effect on informal learning, indicating the relevant needs as an important motivating factor. However, the moderation of personal integrative needs on social media’s direct effect on formal learning remained insignificant. Overall, this research highlighted the role of social media in providing learning opportunities for children in the UAE. It is concluded that children actively seek gratifications from social media, shaping their learning within structured educational contexts in their daily lives. Through the lens of UGT, certain needs play a critical role in strengthening the gratification process, affecting how children derive learning advantages from their interactions on social media platforms. Finally, implications and limitations are discussed accordingly.