Social media as a technopedagogical tool and its effects on academic performance: a systematic review and meta-analysis

Inmaculada  Aznar-Díaz; José-María Romero-Rodríguez; Juan-Carlos de la Cruz-Campos; José-Antonio Martínez-Domingo

doi:10.1590/1983-3652.2026.61616

Autores

Inmaculada Aznar-Díaz University of Granada, Faculty of Education Sciences, Department of Didactics and School Organization, Granada, Spain https://orcid.org/0000-0002-0018-1150
José-María Romero-Rodríguez University of Granada, Faculty of Education Sciences, Department of Didactics and School Organization, Granada, Spain https://orcid.org/0000-0002-9284-8919
Juan-Carlos de la Cruz-Campos University of Granada, Faculty of Education Sciences, Department of Didactics and School Organization, Granada, Spain https://orcid.org/0000-0002-9263-6799
José-Antonio Martínez Domingo University of Granada, Faculty of Education Sciences, Department of Didactics and School Organization, Granada, Spain https://orcid.org/0000-0002-4976-7320

DOI:

https://doi.org/10.1590/1983-3652.2026.61616

Palavras-chave:

Redes sociais, Desempenho acadêmico, Ensino superior, Revisão sistemática

Resumo

O uso das redes sociais tem se tornado cada vez mais frequente entre os estudantes, e tem-se observado que essas plataformas podem trazer benefícios no processo de ensino-aprendizagem e melhorar o desempenho acadêmico. O objetivo desta revisão sistemática foi analisar se o uso das redes sociais no processo de ensino-aprendizagem melhora o desempenho acadêmico de estudantes universitários. Os estudos revisados, conduzidos entre 2018 e 2022, abrangem várias regiões e são principalmente quase-experimentais, com amostragem não probabilística e abordagem quantitativa, utilizando questionários. Esses estudos focam nos efeitos das redes sociais sobre o desempenho, hipotetizando melhorias. Para isso, foi realizada uma revisão sistemática com meta-análise, executando a busca nas bases de dados Web of Science (WoS) e Scopus, seguindo a declaração Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) e obtendo uma amostra final de oito estudos para a revisão sistemática e quatro estudos para a meta-análise. Os resultados mostram que a pesquisa é controversa quanto ao efeito das redes sociais sobre o desempenho acadêmico, apresentando resultados positivos, indiferentes e até mesmo negativos. Especificamente, a meta-análise indica que não há efeito positivo entre o uso das redes sociais e o desempenho acadêmico no Ensino Superior. Em conclusão, as redes sociais são ferramentas que têm potencial para serem utilizadas no Ensino Superior; no entanto, seu efeito sobre a variável desempenho acadêmico ainda precisa ser determinado, embora existam pesquisas que identifiquem aspectos promissores.

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