Social media information and student performance: the mediating role of hedonic value (entertainment)

Abstract

Purpose – This study evaluates the mediating role of social media entertainment on social information (content) and social media performance, during the COVID-19 era. Design/methodology/approach – Primary data were randomly gathered from 373 students from two top universities (public and private) in Ghana, a sub-Saharan African economy. Data analysis was achieved utilizing the partial least square–structural equation model (PLS-SEM). Findings – Social media (SM) entertainment partly mediates the link between social media content and social media performance of students, suggesting that social media entertainment is almost indispensable in creating social media content to achieve optimum performance among tertiary students. Research limitations/implications – The use of cross-sectional data alone for this study does not give us the opportunity to observe the social media activities of respondents over a longer period. Future studies could, therefore, include longitudinal data. Practical implications – The findings in this study suggest that faculties can modify their pedagogical activities to include social media and reflect some entertainment content, since it has an influence on student performance within the social media space. Social implications – SM has a great influence on students' performance socially and academically; therefore, educational stakeholders like university authorities, faculties, parents and guardians, and the government should consider social media as a tool for attaining educational goals. Originality/value – The study extends the use of UTAUT2, in understanding students' learning and behavior processes, by linking antecedents of adoption to the post-adoption effect.

Keywords

• social media
• student performance
• pedagogical medium