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The Impact of Social Media on Student Engagement and Collaboration in Project-Based
Learning
Lashonda Smith- McNeal
School of Education, Liberty University
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Abstract
Social media platforms such as Instagram, TikTok, and YouTube have become increasingly
integrated into educational settings, offering new avenues for student interaction, information
gathering, and sharing. Having access to social media by way of the World Wide Web has
become a haven for educators of the twenty-first century, facilitating the advances of
instructional practices. However, much can be said about the instructional practice model of
project-based learning. Project-based learning or PBL can be defined as a teaching model or
method in which students are able to learn by actively engaging in real-world, hands-on
experiments that often require some prior knowledge and information gathering to produce a
product. A review of literature has shown a decline in the implementation of PBL among
primary schools due to many factors, including poor engagement and a lack of parental support
and communication. Even with improvements in technological resources, the overconsumption
of social media has its own issues that plague academia today.
Keywords: engagement, collaborative inquiry, collaborative learning, project-based
learning, social media, social media addiction, withdrawal
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The Impact of Social Media on Student Engagement and Collaboration in Project-Based
Learning
Educators often utilize project-based learning (PBL) in classrooms to improve the
understanding of complex or extensive topics that may require several steps in the instructional
process and would take longer than the curriculum pacing and time would allow. According to
Venezuela, J (2023), PBL is a research-based instructional approach— a teaching methodology
— a way to teach that has been proven to impact student learning and achievement positively
(Lucas et al. [LER], n.d.-a). PBL allows students the added benefit of time in immersion and can
increase curiosity and engagement, affects students' overall learning, and has been shown to
increase students' critical thinking skills. Moreover, according to Al-Rawi and Zaytoon (2016), it
meets the needs of learners with different levels of skills and learning styles through positive
communication and cooperative relationships between groups. Wang (2021) suggests that
successful project-based learning engages students in deeper learning by using language as a tool
to empower discoveries about the language itself, its content, and various skills in authentic
contexts. The same study by Wang, S (2021) found that students did indeed show an increase in
critical thinking skills in the areas of collaboration and reading comprehension. However, the
question that remains is how much screen time is considered too much. A recent long-term study
by Nivins (2024) found that, on average, children and adolescents spend about 4.5 hours or more
on social media with a device to their faces, not including the time spent on devices while at
school. This extended amount of screen time may have an adverse effect on children’s cognitive
development. Several studies have shown negative effects of overuse of social media, such as
aggression, depression, and low self-esteem, especially due to cyberbullying. According to a
study by Simpson, Backman, and Ohannessian (2023), the authors examined the relationship
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between family functioning and social media use among early adolescents and found that there
were significant changes in communication styles within the home, often leading to parental
conflict centered around device usage/screen time. Tullett-Prado (2023) notes that the concept of
social media addiction (SMA) and its relationship to psychological responses are much like those
of drug addicts who experience symptoms of withdrawal, depression, and anxiety. The research
question that guided this literature review is: What impact does social media have on student
engagement and collaboration in project-based learning?
Definitions of Key Terms
1. Engagement- Being immersed in a particular activity, such as problem-solving, and
being “energized by four goals—success, curiosity, originality, and satisfying
relationships” means one is engaged (Strong et al., 1995)
2. Collaborative inquiry- Process consisting of repeated episodes of reflection and
action through which a group of peers strives to answer a question of them (Bray et
al., 2000, p. 6)
3. Collaborative learning- A learning model in which the students work together in
small groups to help each other complete a common task (Roger & Johnson, 1994;
Siegel, 2005; Slavin, 1983).
4. Project-based learning - Experiential, hands-on, student-directed learning (Maida C.
A., 2011)
5. Social media- refers to a set of online tools that support social interaction between
people (Dworkin J., 2018)
6. Social media addiction- A deep fixation/drive towards the use of social media that
has become uncontrollable and unhealthy (Tullett-Prado, D, 2023)
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7. Withdrawal- i.e. the experience of discomfort/distress/irritability/frustration (Tullett-
Prado, D, 2023)
Related Literature
Academic
Social media can be defined as digital services based on texting and gaming platforms
(Margolis, J., Amanbekova, D. 2023); however, social media is not just limited to that. It
encompasses an entire world of academia, adventure, intrigue, knowledge, and rich culture for
students to find on the World Wide Web by accessing their fingertips. A swipe, a tap, a search,
and all the information one needs is there instantly. Children as young as two years old can
operate iPads, smartphones, and other devices for “screen time”; however, they struggle with
common tasks such as putting on their clothes, following instructions, and sitting still. According
to Danielson, M. L (2018), in 2016, approximately six million children ages 2-17 were diagnosed
with ADHD. Students continue to struggle with poor attention span and the inability to focus,
often affecting students’ academics and participation in the classroom. Increased screentime may
be a contributing factor to the lack of student engagement in the classroom as previous studies
have found that students spend an average of 6-9 hours on devices for social media use, and
when screen time was increased for social media access, such as YouTube, the behaviors of
impulsivity increased, Wallace, J (2023). Viewing trends points to students spending more time
using digital media outlets for fun and games rather than academic gain. Additionally, the same
study found that social media use, television viewing, and video gaming were shown to be
directly associated with ADHD symptoms during adolescence (Wallace, J. 2023).
Excessive screen time has been linked to a lack of concentration, depressive symptoms,
and poor sleep habits. These symptoms negatively affect students' well-being, leading to
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behaviors that often create ongoing challenges for teachers in the classroom. Students lack
follow-through when it comes to completing assignments in class and those assigned for
homework. Teachers must utilize different instructional strategies to snatch students’ attention,
as delivering informative and engaging lessons is a task. Current research studies have shown
that when teachers incorporate student-directed or collaborative learning in the classroom,
students have a higher rate of proficiency or mastery of that skill due to increased engagement.
Students yielded a significant advancement in vocabulary and writing on tests after being taught
through PBL instruction (Lin L. F., 2015). Students are fighting restlessness and cannot focus by
lunchtime due to long hours of screentime that occur the night before. However, teachers are
expected to teach through it, but how? How does education trump social media? Related
literature on the cognitive effects of excessive social media often focuses on the long-term
academic, behavioral, psychological, and emotional effects of the overuse of social media and its
digital relatives on brain development.
Family
Children are not the only demographic privy to access to the latest technological advances; so
is the entire familial unit. Mobile devices help families stay in constant contact, check in on
things at school, and make communication easier all around. However, the negative impacts of
social media tend to impact adults as well, if not just as much as children. The widespread
availability of digital devices has led to children engaging with social media at increasingly
younger ages. Although social media platforms typically have age restrictions, with most
requiring users to be at least 13 years old, research suggests that many adolescents begin using
these platforms earlier. A national survey conducted by Rideout and Robb (2019) revealed that
among 16- to 18-year-old social media users, more than a quarter (28%) reported that they had
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started using social media before they turned 13. This finding indicates a significant trend of
early acceptance despite the age guidelines set by most social media companies. Simpson,
Backman, and Ohannessian (2023) examined the relationship between family functioning and
social media use among early adolescents; their study found that in terms of family functioning,
there was a decrease in family closeness with boys, which one could predict could have occurred
due to attachment to videogames and low motivation for approval. Authors Carvalho et al., 2015;
Mesch, 2006, research on adolescent Internet use and Internet-mediated communication suggests
that adolescent Internet access can cause adolescent-parent conflict, with increased conflict
related to who is in control of using the devices and for how long. When it comes to parental
supervision and just parenting in general in 2024, guidance is needed. Children and teenagers
alike struggle with following instructions. The same is to be said for students in the classroom
with teachers. Being preoccupied with the latest gossip or a friend's post on Instagram is at the
forefront of this generation’s mind. They are preoccupied, procrastinate, unmotivated, and over-
consumed with what is happening in the virtual world and could care less about school or
learning.
Academic and Family
Recent research has increasingly highlighted the crucial role of early childhood
experiences in shaping future academic success beyond primary and even secondary education.
Scientists and developmental experts now recognize that the period from conception to a child's
second birthday—approximately 1,000 days—is pivotal for brain development (Likhar, 2022).
During this time, neural pathways form rapidly, laying the groundwork for essential cognition
and social-emotional functioning skills. This growing body of evidence emphasizes the
significance of nurturing home environments that create positive experiences in the earliest
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stages of development; they can significantly influence children’s long-term outcomes and
potential for student motivation, self-efficacy, academic success, and achievement.
The fact remains it is increasingly becoming more difficult to creatively educate students
and produce the academic gains necessary for students to be successful and competitive in the
real world. Social media and its great technology are a must to elevate a student’s learning and a
teacher’s instruction. It allows students to explore learning with a research-based approach,
extending the educator’s instructional practice. Instructional strategies include collaborative
learning, a learning model in which the students work together in small groups to help each other
complete a common task (Roger & Johnson, 1994; Siegel, 2005; Slavin, 1983) and project-based
learning; experiential, hands-on, student-directed learning (Maida C. A., 2011) have provided
teachers with the autonomy creative and informative. Research has shown that PBL has been a
proven effective way to garner students’ attention; however, regardless of grade or discipline,
there is a direct correlation between academic achievement and student engagement (Reed, S.
2021). However, there are some drawbacks. PBL is not a one-size-fits-all type of strategy, and
there are some common barriers to effective implementation. First, educators must be strong in
lesson planning, modeling expectations, and following through for completion. Next, teachers
must feel supported by the administration and parents with clear understanding. Lastly, teachers
need adequate access to technology. Reportedly, when teachers are implementing PBL, they note
that having the support of their administration is crucial to successful follow-through to produce
academic gains (Reed, S. 2021). Educationally, social media can be a great help, especially in the
realm of PBL and CL process. It provides an infinite bank of information to be shared across
several digital media outlets to everyone, anywhere, at any time. Nevertheless, even with all the
good that can come from presenting social media technology to support academics in the
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classroom, teachers still must “beware” of the dangers that await online. This creates another
layer of necessary supervision, especially when students are researching on the web. Websites,
social media sites, and ads often track students’ behavior and tempt them. Yes, even though
students are supposed to be “working,” they will instinctively log into that Instagram, Facebook,
discord, or gaming account. Increased exposure to social media presents a new set of challenges
to digital safety. Cyberbullying, defined as a type of harassment that takes place over digital
devices like cell phones, computers, and tablets (Martin, F. 2022), is one of the greatest factors to
why students need additional supervision while on devices, specifically in this case at the
primary school level. Teachers' concerns with digital safety include inappropriate interactions
with other students through side messages and chat rooms, as well as students sharing personal
information with someone on the other side of the screen whom they don’t know. All of this
takes the attention and focus from the most important thing, learning, the lesson’s objective.
In PBL, the research and learning phase does not end at school. Students are required to
have some level of partnership/collaboration with the family. Often, assignments include
components aimed at engaging the familial unit, unlocking conversation, and creating a
collaborative space where students are excited to share what they are learning. Having the
support of parents in project completion is important as parents provide motivation, supervision,
and trust in the learning process. Nonetheless, this at-home learning phase has some barriers as
many students are considered latch-key kids, meaning they come home after school with a key to
let themselves in, and most likely, they have siblings for whom they are responsible. Yes, this
reads like a 1999 after-school special, where student A gets home, lets himself and his sibling in,
and starts homework, snacks, and fights with his sibling about screen time while his parents are
still at work, all while attempting to complete his project. This example alone provides insight
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into how home life can be for some students, and one can assume a need to take a break. Today,
when someone says they need to take a break, they mean they need to check their social media
accounts, scroll the web, and see what is going on. In busy families, this is often the sentiment.
Getting home, taking a load off, and scrolling into the lives of others for a moment before
coming back to reality in their own lives. Current research found that adult smartphone or
Android users did identify as having SMA (social media addiction), A deep fixation/drive
towards the use of social media that has become uncontrollable and unhealthy (Tullett-Prado, D,
2023), and have a difficult time balancing its usage for social media, personal, or work reasons.
If adults are having a difficult time letting go of the device in their older, wiser ages, imagine a
7-year-old who has had a device in their hand and a camera in their face since birth being asked
to say Hey! for Tik Tok the effects it has had on the child for seven years. Studies have shown
that adults go through withdrawals, bouts of depression, anxiety, and irritability associated with
SMA. If these are the effects for adults, what are the long-term effects of social media misuse/
overuse on the entire familial unit?
Learning Theory Association
A theoretical grounding that can explain project-based learning comes from the basic
needs of collaboration and student-directed learning in the constructivist learning theory. It is
defined as a theory of how people learn, process, interpret, and negotiate new information
(Wilson, B. G., 2012) and how people make “sense of their experience” (Merriam and
Caffarella, 1999) (Turner, S. (2006). Theorists Piaget and Bruner highlight the focus on
cognitive information processing, the “how” of learners building knowledge within the
constructs of social interaction. Constructivists believe that the principle of learning should come
from discovery, adventure, hands-on, created learning experiences. The learn-as-you-go
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methodology supports students’ need to unlock academia through trial-and-error discovery.
Historically, the constructivism theory in learning and development has had a major influence on
the area of PBL in curriculum development and instructional practice.
Throughout literature, the constructivist approach to education can be traced throughout
the blueprint of PBL instructional strategies aligned with the tenets of cognitive development,
which include collaboration, critical thinking, creativity, and communication. Handrianto &
Rahman ( 2018) stated that the theory of social constructivism plays a role in the process of
learning which is in the context of socio-cultural context, which supports Vygotsky’s (1978)
social constructivist theory, in which he states that individuals learn through interaction with
more mature people or more efficient peers.
The instructional implications associated with the effective implementation and adoption
of a student-centered learning approach can provide educators with a greater return in academic
skills mastery. Thom Markham (2003, p. 4) defines project-based learning as a “systematic
teaching method that engages students in learning knowledge and skills through an extended
inquiry process,” which is framed around the principles of the constructivist approach, teaches
analytical and critical thinking skills, which is necessary for the twenty-first century.
Gaps in Research
Despite the increase in research conducted regarding the impact of social media on
academic engagement, little research focuses on a particular academic engagement strategy such
as PBL. While this research focuses primarily on the social implications and effects on primary
school-age students and their families academically, there is still much exploration left to fill the
gap in the realm of social implications and methodology at the elementary level.
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Biblical Worldview
Generally speaking, teamwork, team building, and collaboration have been around since
the beginning. There is no way Noah’s Ark was completed without the cooperation of the
animals and some ingenuity on the part of Noah himself. One could identify this as the precious
of collaborative learning or the story of Nehemiah in the Bible, where he is charged with the
impossible task of rebuilding the walls of Jerusalem. Nehemiah did not complete the wall alone
in record time; he had the help of a team. Each person had a specific task to carry out to achieve
the overall goal, much like the blueprint of the theorists of Dewey and Piaget. One that would
support him and follow his instructions because they believed him, trusted the vision, and
understood the assignment at hand.
The Bible reads, “Therefore, encourage one another and build one another up, just as you
are doing.” (New International Version 2011, 1 Thessalonians, 5:11). The idea behind PBL is
much like that scripture. To build up and encourage, seek out and discover the “answer for
yourself," much like the world of faith. Imagine if more people decided to follow the PBL model
when building a relationship with Christ; the guide to effective implementation could be found in
the book of Matthew. It would read; “Ask, and it will be given to you; seek, and you will find;
knock and the door will be opened to you. 8-For everyone who asks receives; the one who seeks
finds;Rand to the one who knocks, the door will be opened. (New International Version, 2011,
Matthew, 7:7-8), Unlocking curiosity, gaining knowledge, and developing community, which in
time turns into discipleship, must be the approach to teaching and leading to student-centered
learning and student-directed learning.
Conclusion
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Schools should be a place where students’ curiosity blooms, creativity is unlocked, and
problem-solving skills are awakened. Several research studies have shown that by implementing
PBL in schools, students exhibited increased critical thinking skills and enhanced students’ math
skills and science vocabulary. Teaching for educators has changed over time, requiring them to
become more creative with less time, less money, and less motivation unless they unlock the
keys of cooperative learning found in the PBL approach. Cohen (1977) found that students
receiving PBL education performed 86.6% better than their peers receiving traditional
instructional methods. Research shows that students who received PBL performed better,
engaged longer, and followed through with completing projects. Alluding to PBL being an
effective strategy to increase academic achievement and engagement across subject areas and
should be implemented in the curriculum. Social media has the entire country in a chokehold;
most smartphone and Android users pick up their phones or digital devices over 80 times daily,
resulting in unhealthy usage (Tullett-Prado, D., 2023). If students are going to use social media
every day all day, teachers might as well throw in an assignment or two while they are at it
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