Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Abstract

AbstractMobile learning (M‐learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M‐learning, ChatGPT and social media in university students' academic performance. It was a cross‐sectional quantitative investigation, and data were collected from 600 university students through a self‐developed questionnaire having four subscales (M‐learning, ChatGPT, social media and academic performance). Simple linear regression and process macro were deployed to test study hypotheses. The analysis revealed that M‐learning is a significant contributor to students' academic performance at the university level (β = .460, t(598) = 12.663, p < .001). Social media were found to be significantly mediating the relationship between M‐learning and academic performance with coefficient B = .267, SE = .038, t(597) = 7.08, p < .001, 95% CI [0.193, 0.341]. ChatGPT was significantly contributing to academic performance (B = .288, t(596) = 2.50, p = .013), but the interaction term had an insignificant effect on the relationship between M‐learning and academic performance (β = .292, t(596) = −0.43, p = .668). The study suggests that M‐learning can improve students' performance. The influence of social media and the non‐moderating role of ChatGPT indicate the need for strategic integration of these tools to enhance university students' outcomes. It is recommended that university students should judiciously use social media to enhance M‐learning. In contrast, universities should foster this integration to achieve educational aims and explore how AI tools like ChatGPT can be optimally deployed to improve learning.