Project –  Influence of Digital Social Interaction on Academic Engagement among University Students

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The rapid development of digital technologies has transformed the way university students communicate, access information, collaborate and participate in academic activities. Digital social interaction refers to communication and social engagement facilitated through internet-enabled platforms, including social media networks, instant messaging applications, online discussion groups, collaborative platforms and other digital communication channels. University students increasingly use these technologies to interact with classmates, lecturers, friends and academic communities, making digital communication an important component of contemporary university life. Masrom et al. (2021), in a systematic review of students’ behaviour in online social networks, observed that online social-network use has become an important area of higher-education research because students increasingly integrate digital environments into their academic and social activities. Similarly, Nkomo et al. (2021) found that digital technologies, including social media, can create opportunities for interaction with peers and instructors and can support different dimensions of student engagement.

Academic engagement is a multidimensional concept referring to the extent to which students actively participate in learning activities, invest effort in academic tasks, interact with lecturers and peers, and demonstrate interest and involvement in their educational experiences. It includes behavioural, emotional and cognitive dimensions, such as attending classes, participating in discussions, completing academic tasks, concentrating on learning and developing interest in academic work. Nkomo et al. (2021) noted that student engagement with digital technologies is not a single construct and that researchers have identified variations in how students participate and learn through digital environments. Trunfio and Rossi (2021) similarly describe digital engagement as multidimensional, involving behavioural and other forms of participation. Consequently, examining digital social interaction among university students requires attention not merely to whether students use digital platforms but also to how their digital interactions relate to their involvement in academic activities.

Digital social interaction can support academic engagement by creating additional opportunities for students to communicate, exchange academic information and collaborate beyond the physical classroom. Students may use WhatsApp groups, Facebook groups, discussion forums and other online communities to share lecture materials, clarify difficult concepts, discuss assignments, remind one another about academic activities and coordinate group work. Nkomo et al. (2021), in their systematic review, found evidence that social media can improve interaction between students and lecturers and enhance interaction among peers, while some studies reviewed also linked educational social-media engagement with positive learning outcomes. Al Balushi et al. (2022) similarly found that social media provided innovative possibilities for higher education and supported online learning activities, although effective educational use depended partly on institutional policies and appropriate implementation.

The Nigerian university environment provides an important context for examining this relationship because students increasingly depend on digital platforms for both academic and social communication. Aiyende and Omojola (2021), in their study of students at the University of Port Harcourt, examined the influence of social media on students’ academic performance and found that students used social media to obtain information and remain informed about developments relevant to their university experience. The researchers also observed that students spent considerable time online and recommended guidance and counselling concerning appropriate social-media use during academic activities. Similarly, Emeri (2019), in a study conducted in Lagos, examined social media and students’ academic performance and found that social media use was sufficiently relevant to students’ educational experiences to warrant institutional attention. Although Emeri’s study involved secondary-school students rather than university students, it provides contextual evidence from Lagos that social-media use can have educational implications.

However, digital social interaction can have both constructive and distracting dimensions. University students may use the same digital platforms for academic collaboration and for entertainment, social networking, gaming, celebrity content and other non-academic activities. Frequent notifications, continuous messaging, short-form entertainment content and the tendency to move rapidly between academic and non-academic online activities may compete for students’ attention. Sánchez-Fernández and Borda-Mas (2023), in a systematic review of problematic smartphone and internet use among university students, identified problematic social-media use as an important area of concern and reviewed evidence concerning its prevalence and associated factors. Masrom et al. (2021) likewise emphasised that students’ online social-network behaviour is complex and influenced by different motivations and patterns of use. These findings suggest that the educational consequences of digital social interaction depend substantially on the purpose, intensity and manner in which students engage with digital platforms.

Another important consideration is the quality rather than merely the quantity of digital interaction. Students may spend considerable time online without engaging meaningfully in academic activities, while relatively short periods of purposeful interaction may produce substantial academic benefits. Trunfio and Rossi (2021) explain that social-media engagement is multidimensional and cannot be adequately represented by a single measure of online activity. Similarly, Nkomo et al. (2021) identified a lack of consensus concerning the meaning and measurement of student engagement with digital technologies and noted that much existing research relies on students’ self-reported perceptions. A more meaningful assessment of digital social interaction should therefore consider activities such as academic discussion, peer collaboration, information sharing, interaction with lecturers and participation in online learning communities rather than simply measuring the number of hours students spend online.

The University of Lagos (UNILAG) provides a particularly relevant setting for examining the influence of digital social interaction on academic engagement because it is a major Nigerian university operating within a highly connected urban and technological environment. Students at UNILAG participate in both physical and digital academic communities, making digital platforms potentially important for communication, collaboration and information exchange. Existing research conducted within Lagos has demonstrated that social-media use has educational implications, while broader higher-education research has established that social media and other digital technologies can support student interaction and engagement when appropriately integrated into learning. However, there remains a need to examine the issue specifically among UNILAG students because patterns of digital interaction, academic demands, disciplinary differences and students’ approaches to online communication may influence the relationship between digital interaction and academic engagement.

Against this background, the present study examines the influence of digital social interaction on academic engagement among university students, with particular reference to students of the University of Lagos (UNILAG). The study recognises that digital interaction may serve as an academic resource by facilitating communication, collaboration, information sharing and peer support, while excessive or non-academic digital engagement may compete with students’ attention and academic activities. It is therefore necessary to establish how students use digital social platforms, the extent to which such interaction supports their academic participation, the relationship between digital interaction and their engagement with academic activities, and the challenges associated with digital social interaction. The study is expected to provide empirical evidence that can contribute to discussions concerning effective digital communication and student engagement within the university environment.

1.2 Statement of the Problem

Digital technologies have become increasingly integrated into university students’ everyday lives, creating new opportunities for academic communication and collaboration. Students can now interact with classmates, participate in academic groups, exchange learning materials and communicate with lecturers without being physically present in the same location. Although these opportunities can support learning, the educational value of digital interaction depends on how students use the available platforms. Nkomo et al. (2021) found that digital technologies can support student engagement but also identified substantial variation in the ways students interact with such technologies and in how engagement is measured. The problem, therefore, is not simply the availability of digital platforms but whether students’ digital social interaction translates into meaningful academic engagement.

A second problem concerns the possibility that digital social interaction can become a source of distraction from academic activities. University students may simultaneously use their smartphones and social-media platforms for academic communication, entertainment, personal relationships and other non-academic purposes. The ease of switching between these activities may make it difficult for some students to maintain sustained attention on academic tasks. Sánchez-Fernández and Borda-Mas (2023), through a systematic review involving university students, identified problematic smartphone use and problematic social-media use as important areas of research in higher education. This raises concerns about whether intensive or uncontrolled digital social interaction may reduce students’ concentration, participation and commitment to academic activities.

A further problem is that the relationship between digital social interaction and academic engagement is not necessarily uniform. Digital interaction may support academic engagement when students use online communities to discuss coursework, share resources, collaborate on assignments and communicate with lecturers and classmates. Conversely, the same platforms may become less academically useful when dominated by entertainment, unrelated social communication or excessive online activity. Aiyende and Omojola (2021), in their study of University of Port Harcourt students, demonstrated the relevance of social media to students’ academic experiences and recommended guidance concerning appropriate use. Al Balushi et al. (2022) similarly identified the educational potential of social media while noting that the effective integration of social media into higher education can be constrained by inadequate policies and implementation issues.

The specific problem addressed by this study is therefore the limited empirical understanding of how digital social interaction influences academic engagement among students of the University of Lagos. While previous studies have examined social media use, academic performance and engagement in Nigerian and international higher-education settings, evidence specifically focusing on the relationship between digital social interaction and academic engagement among UNILAG students remains necessary. The present study will therefore investigate the extent of students’ digital social interaction, determine how such interaction relates to academic participation, examine its perceived benefits and challenges, and provide evidence concerning the conditions under which digital interaction may support or hinder academic engagement. The findings may provide useful information for students, lecturers, university administrators and other stakeholders interested in improving the educational use of digital technologies.

1.3 Objectives of the Study

General Objective

The general objective of this study is to examine the influence of digital social interaction on academic engagement among students of the University of Lagos (UNILAG).

Specific Objectives

The study specifically seeks to:

1. Examine the extent and patterns of digital social interaction among students of the University of Lagos.
2. Assess the influence of digital social interaction on students’ participation in academic activities at the University of Lagos.
3. Determine the influence of academic-oriented digital interaction on students’ collaboration, communication and engagement with learning activities at the University of Lagos.
4. Identify the major challenges associated with digital social interaction and academic engagement among students of the University of Lagos.

1.4 Research Questions

The following research questions will guide the study:

1. What are the extent and patterns of digital social interaction among students of the University of Lagos?
2. To what extent does digital social interaction influence students’ participation in academic activities at the University of Lagos?
3. To what extent does academic-oriented digital interaction influence students’ collaboration, communication and engagement with learning activities at the University of Lagos?
4. What are the major challenges associated with digital social interaction and academic engagement among students of the University of Lagos?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: Digital social interaction has no significant influence on academic engagement among students of the University of Lagos.

1.6 Significance of the Study

This study will be significant to students of the University of Lagos because it will provide information about how their digital social activities may relate to their academic participation. The findings may help students distinguish between productive digital interaction, such as academic collaboration and information sharing, and patterns of online activity that may interfere with concentration and academic responsibilities.

The study will also be useful to lecturers and academic staff. Understanding the ways students use digital platforms for academic communication may help lecturers identify opportunities for extending classroom interaction into appropriate digital spaces. The findings may also help lecturers understand the challenges students experience when digital communication competes with academic attention.

The study will be relevant to the management of the University of Lagos because it may provide empirical evidence concerning students’ digital behaviour and academic engagement. The findings may assist the university in developing or strengthening policies, digital-learning initiatives, student-support programmes and guidance on responsible technology use.

The study will also benefit educational technology practitioners and instructional designers. Evidence concerning how students engage with digital social platforms can help practitioners design learning environments that encourage meaningful interaction, collaboration and participation. Nkomo et al. (2021) emphasise the importance of understanding how students actually engage with different digital technologies rather than assuming that technology automatically produces improved engagement.

The study will contribute to academic literature and future research in education, communication studies, educational technology, sociology and related fields. Existing systematic reviews have highlighted gaps in understanding how digital engagement varies across contexts and how it should be measured (Masrom et al., 2021; Nkomo et al., 2021). A study focused on UNILAG students will provide context-specific evidence from a Nigerian university and may provide a basis for comparison with studies from other institutions and countries.

Finally, the study may be useful to parents, student advisers and university counsellors because it will provide a better understanding of the academic implications of students’ digital social interaction. Rather than treating social-media use as inherently beneficial or harmful, the study will provide evidence concerning the particular patterns of digital interaction associated with academic participation and engagement.

1.7 Scope of the Study

Content Scope

The study focuses on the influence of digital social interaction on academic engagement among university students. It will specifically examine:

• frequency of digital social interaction;
• types of digital platforms used by students;
• academic and non-academic digital interaction;
• online communication among students;
• digital interaction between students and lecturers;
• academic information sharing;
• online peer collaboration;
• participation in digital academic communities;
• students’ participation in academic activities; and
• challenges associated with digital social interaction.

Geographical Scope

The study is geographically limited to the University of Lagos (UNILAG), Lagos State, Nigeria.

Population Scope

The population of the study will comprise students of the University of Lagos. The researcher may select respondents from relevant faculties, departments and levels of study according to the approved sampling procedure.

Thematic Scope

The study focuses specifically on digital social interaction and academic engagement. It does not attempt to examine all possible consequences of digital technology, such as employment, political participation, mental health or general lifestyle, except where such issues have a direct relationship with digital interaction and students’ academic engagement.

1.8 Operational Definition of Terms

Digital Social Interaction

Digital social interaction refers to communication, collaboration and social engagement between individuals through internet-enabled digital platforms such as social media, instant messaging applications, online discussion groups and other digital communication technologies.

Academic Engagement

Academic engagement refers to the extent to which students actively participate in and invest effort in academic activities. It includes behavioural, emotional and cognitive involvement in learning.

Digital Platform

A digital platform refers to an internet-based technological environment that enables users to communicate, share information, collaborate or interact with one another.

Social Media

Social media refers to internet-based platforms that enable users to create, share, exchange and interact with digital content and with other users.

Academic-Oriented Digital Interaction

Academic-oriented digital interaction refers to the use of digital platforms for activities directly connected with learning, including discussing coursework, sharing lecture materials, communicating about assignments, participating in online academic groups and interacting with lecturers or classmates about academic matters.

Digital Communication

Digital communication refers to the exchange of information through electronic and internet-enabled technologies, including text messages, instant messages, emails, online discussions, video communication and social-media interactions.

Online Collaboration

Online collaboration refers to students’ joint participation in academic activities through digital platforms, such as group discussions, shared documents, online study groups and collaborative assignments.

University Student

A university student refers to an individual formally enrolled in an undergraduate or postgraduate programme at the University of Lagos.

Academic Participation

Academic participation refers to students’ involvement in activities associated with university learning, including attending lectures, contributing to discussions, completing assignments, studying, collaborating with peers and interacting with academic staff.

Influence

Influence refers to the extent to which digital social interaction is associated with changes in students’ participation, involvement and commitment to academic activities.

Digital Distraction

Digital distraction refers to the diversion of students’ attention from academic activities toward non-academic digital activities such as entertainment, social networking, messaging or unrelated online content.

Project –  Influence of Digital Social Interaction on Academic Engagement among University Students