The usage of, and confidence in, social media as study sources among undergraduate students: A cross-sectional survey co
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The usage of, and confidence in, social media as study sources among undergraduate students: A cross-sectional survey comparing it with traditional study sources Ricardo Borges Viana 1 & Alex Vito Santos Neves-Silva 1 & Douglas Assis Teles Santos 1,2 & Rodrigo Luiz Vancini 3 & Marília Santos Andrade 4 & Cauê Vazquez La Scala Teixeira 5 Claudio Andre Barbosa de Lira 1
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Received: 23 July 2020 / Accepted: 7 October 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The main purposes of this study were: to profile the usage of, and confidence in, social media as study sources among undergraduate students for academic purposes and to compare the level of usage of, and confidence in, social media with other study sources. A cross-sectional survey about educational sources and social media usage and confidence, composed of eight items with closed-end-type Likert scale responses (1 to 5 points), was answered by 406 Brazilian physical education undergraduate students (236 men and 170 women) recruited from two public universities. Of these students, 98.3% used social media. Social media (median: 3), books (median: 4), scientific articles in Portuguese (median: 4) and blogs/websites (median: 4) obtained similar usage scores (p > 0.05) but higher (p < 0.05) than other study sources. Books (median: 5) and scientific articles (median: 5) obtained a similar confidence score (p > 0.05) but higher (p < 0.05) than social media. Social media presented widespread usage as study sources despite the lower level of confidence attributed to them. Keywords Social networking . Social media . University . Undergraduate students .
Facebook . Instagram . Internet
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10639-02010357-3) contains supplementary material, which is available to authorized users.
* Claudio Andre Barbosa de Lira [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction The term “social media” generally refers to Internet-based tools that allow individuals and communities to share or exchange information, news, ideas, videos, images, personal messages and other content in real or non-real time (Appel et al. 2020; Chauhan et al. 2012; Kane et al. 2014; Lambert et al. 2012; Ventola 2014) and are based on transmission from many sources to many receivers (Alsobayel 2016; Dol et al. 2019; Kaplan and Haenlein 2010). In 2020, an estimated 3.6 billion people were using social media worldwide, a number projected to increase to almost 4.41 billion in 2025 (Statista 2020a). In particular, Facebook reached 2.603 billion daily active users on average in July 2020, and YouTube has over 2.0 billion users (Statista 2020b). This extremely high number of users can be justified because, overall, social media has a number of positive aspects, such as easy access to information (Chou et al. 2009; Villanti et al. 2017), a wide-ranging and rapid ability to share informati
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