Title: Exploring the influence of social media information quality, and perceived usefulness on academic achievement: the mediating role of usage of social media

Authors: Badr Saleh Al-Abdi; Abdallah M.M. Badr; Rozilah Kasim; Faisal A.M. Ali

Addresses: Department of Administration, College of Business, King Khalid University, Saudi Arabia ' Department of Administration, College of Business, King Khalid University, Saudi Arabia; Department of Statistics, College of Commerce, Al-Azhar University, Cairo, Egypt ' Faculty of Technology Management and Business, University Tun Hussein Onn Malaysia, Johor Bahru, Malaysia ' Department of Data Science, College of Administrative Sciences, Taiz University, Yemen

Abstract: Despite the embarking breakthrough of social media in revolutionising communication and information access, the quality of information for students and scholars remain a concern. This paper investigates the effects of social media information quality and perceived usefulness on academic achievement. It also investigates the mediating role of usage of social media on the relationship between information quality, and academic achievement, as well as between perceived usefulness and academic achievement. Toward this end, data was collected from 445 students at King Khalid University in Saudi Arabia using a survey-based method. The findings of this study revealed a direct influence of the perceived usefulness, usage of social media and information quality on academic achievement, however, the perceived usefulness has a direct influence on social media. Additionally, the usage of social media has mediating effects on the relationships between the quality of information and academic achievement as well as perceived usefulness and academic achievement. These findings are of potential interest to Saudi higher education institutions, for improving student achievement.

Keywords: social media; information quality; perceived usefulness; and academic achievement.

DOI: 10.1504/IJLT.2025.146795

International Journal of Learning Technology, 2025 Vol.20 No.2, pp.189 - 211

Received: 18 Mar 2023
Accepted: 19 Sep 2023
Published online: 18 Jun 2025 *

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