Exploring the Influence of E-Learning Systems on Information Overload and Social Media Addiction During the Covid-19 Pandemic

Abstract

Objective: This paper investigates the association of information overload and social media addiction with academic attainment among a sample of college students in Kuwait as they switched from face-to-face to e-learning systems during the COVID-19 pandemic. The closure of universities and colleges made this a mandatory transition. Educators posit information overload (IO) would increase due to the ease of creating, sharing, and duplicating information through social media platforms. Method: This cross-sectional study surveyed a sample of 230 college students who participated by answering the information overload scale and Bergen social media addiction scale. Results: Data were analysed using SPSS; Correlations, t-tests, and linear regression were conducted. The findings showed an increase in information overload during e-Learning. Perceived course stress and social media addiction were significantly associated with levels of information overload. However, academic attainment was not significantly correlated nor predicated by information overload and social media addiction during e-learning. Conclusion: Information overload scores were shown to have increased during e-learning when compared to the results of a previous study. The negative consequences of information overload on students’ academic wellbeing were observed. However, more research is required on this population to devise ways to assist students to deal with information overload during the ongoing pandemic.