Redes sociais como ferramenta tecnopedagógica e seus efeitos no desempenho acadêmico: uma revisão sistemática e meta-análise

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

doi:10.1590/1983-3652.2026.61616

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Articles • Texto livre 19 • 2026 • https://doi.org/10.1590/1983-3652.2026.61616 linkcopiar

Redes sociais como ferramenta tecnopedagógica e seus efeitos no desempenho acadêmico: uma revisão sistemática e meta-análise

Autoria SCIMAGO INSTITUTIONS RANKINGS

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.

Palavras-chave:
Redes sociais; Desempenho acadêmico; Ensino superior; Revisão sistemática

Inclusion criteria (IN)	Exclusion criteria (EX)
IN1. Publications must be journal articles.	EX1. Excludes other types of publications, such as book chapters and conference proceedings.
IN2. The variable measured is academic performance linked to the use of social networks.	EX2. Academic performance is not specified as a research construct.
IN3. Use of social networks as a teaching-learning resource.	EX3. Studies using resources other than social networks for the teaching-learning process.
IN4. The sample focuses on university students.	EX4. The study population is non-university students.
IN5. Studies with an experimental or quasi-experimental design.	EX5. Theoretical or review studies.

Pair of criteria	Justification for implementation
IN1 - EX1	Peer-reviewed journal articles are prioritized, as they undergo a rigorous review process, ensuring higher quality and reliability (Ioannidis, 2022). Sources other than journal articles, such as conference proceedings or book chapters, lack this level of review, reducing their reliability.
IN2 - EX2	Academic performance as a construct is central to the study, and only studies explicitly examining academic performance in relation to the use of social networks are considered. Excluding studies where academic performance is not a defined construct helps maintain focus on measurable outcomes directly relevant to the research objectives.
IN3 - EX3	The study focuses on evaluating the specific role of social networks in the teaching-learning process; therefore, any study using other resources (such as e-learning platforms, traditional methods, or offline resources) does not align with the research objectives. This exclusion narrows the sample to studies that solely focus on social networks as a pedagogical tool.
IN4 - EX4	University students are the population of interest due to the academic demands and social network usage patterns characteristic of this educational level. Excluding non-university populations maintains a homogeneous sample, increasing the relevance of the findings for the Higher Education context.
IN5 - EX5	Experimental and quasi-experimental designs allow for clearer causal inferences between social network use and academic performance. The exclusion of theoretical or review studies ensures that only empirical findings contribute to the meta-analysis, supporting a more data-based synthesis of results.

Study	Country	Sample Size Experimental (E) vs. Control (C)	Research Method and Instruments	Objective	Teaching Characteristics	Evidence
Alexiou and Paraskeva (2020)	Greece	n=123 E=70; C=53	Quantitative Motivated Learning Strategies Questionnaire	Identify the effect of an ePortfolio intervention using social media on self-regulated learning and academic performance	Social Media Used: Elgg Duration: 12 weeks Spaces: ePortfolio system and a social media community	Social media use does not influence academic performance, though it improves other aspects
					Intervention Process: Three phases: forethought, performance control, and self-reflection
					Resources, techniques, and activities: activities using social media and ICT
Almarzouki et al. (2022)	Saudi Arabia	n=106 E=54; C=52	Quantitative Questionnaire	Investigate the impact of social media on working memory performance, academic performance, and negative emotional well-being (depression and anxiety) in these factors	Social Media Used: not specified	Social media use does not influence academic performance, though it increases engagement
					Duration: one-hour session Spaces: classroom and social media
					Intervention Process: procedure conducted in 5 phases
					Resources, techniques, and activities: tasks with social media and painting activities
Demirbilek and Talan (2018)	Turkey	n=122 EI=41; EII=40; C=40	Quantitative Academic Performance Test	Investigate whether social media sites and short messaging services, used during real-time lectures, have an effect on the academic performance of Higher Education students	Social Media Used: Facebook	Using social media for tasks unrelated to the lesson hinders performance compared to the control group, though the experimental group improved preliminary results
					Duration: 3 weeks
					Spaces: classroom and Facebook
					Intervention Process: three groups: control group (traditional), experimental group I (SMS), and experimental group II (Facebook activities)
					Resources, techniques, and activities: activities with Facebook (visiting profiles, accessing information and images) and discussions
Peñalba (2020)	Philippines	n=100 EI=34; EII=35; C=31	Mixed Questionnaire Interview	Examine the influence of media richness properties on learning performance and user acceptance of web 2.0 technologies as learning tools	Social Media Used: Facebook	Social media use does not significantly influence academic performance, though it facilitates tasks
					Duration: 8 weeks
					Spaces: classroom and Facebook
					Intervention Process: three groups: Facebook experimental group, Blogger experimental group, and control group
					Resources, techniques, and activities: discussion questions and activities with social media
Pérez-Suasnavas and Cela (2022)	Ecuador	n=144 E=80; C=64	Cross-sectional design Electronic sheet	To determine whether student participation using Twitter during face-to-face class sessions affects the academic performance of university students	Social Network Used: Twitter	The percentage of students in the experimental group who pass the subject and improve academic performance is higher than the percentage of students in the control group
					Duration: 6 weeks
					Spaces: the classroom and Twitter
					Intervention Process: the JiTTwT methodology was applied, which consists of 4 phases
					Resources, techniques, and activities: pre-class questions, class interaction, and Twitter engagement
Salas-Rueda and Salas-Rueda (2019)	Mexico	n=69 E=22; CI=28; CII=19	Mixed Questionnaire	Analyze Facebook use during laboratory practices and its influence on academic performance	Social Media Used: Facebook	The experimental group using Facebook achieved higher academic performance than the control group. Additionally, Facebook facilitates learning
					Duration: 12 weeks
					Spaces: laboratory classrooms and Facebook
					Intervention Process: experimental group (Facebook); control groups did not use social media
					Resources, techniques, and activities: laboratory practices using technology and Facebook, and peer feedback
Salas-Rueda, Pozos-Cuéllar, et al. (2018)	Mexico	n=69 E=20; CI=29; C=20	Quantitative Questionnaire	Evaluate Facebook’s impact on the teaching-learning process and academic performance	Social Media Used: Facebook	The experimental group using Facebook as a technopedagogical tool shows significant improvement in academic performance compared to the control group. Moreover, Facebook facilitates learning and understanding
					Duration: 1 month
					Spaces: classroom and Facebook
					Intervention Process: experimental group used Facebook; control groups did not use social media Resources, techniques, and activities: course activities, interaction between students and teacher, sharing materials and reflections
Zulkifli, Halim, and Yahaya (2018)	Malaysia	n=29 E=29	Quantitative Questionnaire	Investigate the effectiveness of online reciprocal peer tutoring on students’ academic performance	Social Media Used: Facebook	Facebook use in the on-line reciprocal peer tutoring environment significantly influenced students’ academic performance
					Duration: 4 weeks
					Spaces: Facebook
					Intervention Process: students assigned to a single experimental group divided into 13 groups of two to three
					Resources, techniques, and activities: students interacted and shared information on Facebook, and participated in peer tutoring

	Estimate	SE	Z	p	CI Lower Limit	CI Upper Limit
Intercept	-.0134	.495	-.0270	.978	-.984	.958

T au	T au ²	I ²	H ²	R ²	Df	Q	p
.960	.9214	94.37%	17.753	.	3.000	43.257	< .001
	(SE = .8016)

Study	Selection Bias (Random Sequence Generation)	Selection Bias (Allocation Concealment)	Performance Bias (Blinding of Participants and Personnel)	Detection Bias (Blinding of Outcome Assessment)	Attrition Bias (Incomplete Outcome Data)	Reporting Bias (Selective Outcome Reporting)	Other Biases (Study-Specific Context)
Demirbilek and Talan (2018)	LR	HR	HR	HR	HR	LR	UR
Peñalba (2020)	HR	HR	HR	HR	LR	LR	UR
Pedraza-Navarro and Sánchez-Serrano (2022)	HR	HR	HR	HR	LR	LR	UR
Salas-Rueda and Salas-Rueda (2019)	HR	HR	HR	HR	LR	LR	UR

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[TFN1] Source: Own elaboration.