Redes Sociais e Aprendizagem em Diferentes Fases Digitais
Resumo
Estudos sobre redes sociais e aprendizagem têm produzido resultados heterogêneos ao longo das últimas duas décadas. Este trabalho apresenta um estudo exploratório que investiga se parte dessas diferenças pode estar relacionada às transformações ocorridas nas próprias plataformas digitais. Para isso, propõe-se uma classificação das redes sociais em três eras de interação – Conexões Sociais, Viralização Móvel e Recomendação Algorítmica – considerando mudanças em suas arquiteturas, mecanismos de recomendação e formas de consumo de conteúdo. A partir da análise de estudos representativos da literatura, discute-se como essas transformações podem influenciar processos relacionados à atenção, à autorregulação e à aprendizagem. O estudo propõe uma perspectiva que considera a evolução das plataformas como fator relevante para compreender resultados educacionais.
Palavras-chave:
Redes Sociais, Aprendizagem, Autorregulação
Referências
Desmal, A. J. M. (2017). The impact of using social media and internet on academic performance: Case study bahrain universities. EAI Endorsed Transactions on Scalable Information Systems, 4(13):e2.
Li, J., Xu, S., Shahzad, M. F., and Arshad, M. (2025). Impact of artificial intelligence on students' academic performance and mental well-being in the era of generative ai: a mediated-moderation model. Frontiers in Psychology, 16(1579509):1–17.
Lin, P. (2009). Social groups, social media, and civic participation of high school youth: Concepts and methods for design implications. In CHI 2009 Doctoral Consortium, pages 3137–3140.
Ma, X., Liu, Q., and Zhang, W. (2025). The impact of multidimensional excessive social media use on academic performance: the moderating role of mindfulness. Frontiers in Psychology, 16:1579509.
Mills, K. A. (2010). What learners 'know' through digital media production: learning by design. E-Learning and Digital Media, 7(3):223–236.
Ramzan, M. and Ahmed, N. (2025). From social media reactions to grades: A machine learning-based socialnet analysis for academic performance prediction. EAI Endorsed Transactions on AI and Robotics, 4:8171.
Sánchez-Franco, M. J., Villarejo-Ramos, Á. F., and Martín-Velicia, F. A. (2011). Social integration and post-adoption usage of social network sites: An analysis of effects on learning performance. Procedia - Social and Behavioral Sciences, 15(null):256–262.
Santoveña-Casal, S. (2019). The impact of social media participation on academic performance in undergraduate and postgraduate students. International Review of Research in Open and Distributed Learning, 20(1):124–147.
Shahzad, M. F., Xu, S., Lim, W. M., Yang, X., and Khan, Q. R. (2024). Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning. Heliyon, 10(e29523):1–17.
Zachos, G., Paraskevopoulou-Kollia, E.-A., and Anagnostopoulos, I. (2018). Social media use in higher education: A review. Education Sciences, 8(4):194.
Zhang, W. (2024). From distraction to dedication: The paradoxical effects of social media on student academic performance. Pakistan Journal of Life and Social Sciences, 22(2):8622–8634.
Li, J., Xu, S., Shahzad, M. F., and Arshad, M. (2025). Impact of artificial intelligence on students' academic performance and mental well-being in the era of generative ai: a mediated-moderation model. Frontiers in Psychology, 16(1579509):1–17.
Lin, P. (2009). Social groups, social media, and civic participation of high school youth: Concepts and methods for design implications. In CHI 2009 Doctoral Consortium, pages 3137–3140.
Ma, X., Liu, Q., and Zhang, W. (2025). The impact of multidimensional excessive social media use on academic performance: the moderating role of mindfulness. Frontiers in Psychology, 16:1579509.
Mills, K. A. (2010). What learners 'know' through digital media production: learning by design. E-Learning and Digital Media, 7(3):223–236.
Ramzan, M. and Ahmed, N. (2025). From social media reactions to grades: A machine learning-based socialnet analysis for academic performance prediction. EAI Endorsed Transactions on AI and Robotics, 4:8171.
Sánchez-Franco, M. J., Villarejo-Ramos, Á. F., and Martín-Velicia, F. A. (2011). Social integration and post-adoption usage of social network sites: An analysis of effects on learning performance. Procedia - Social and Behavioral Sciences, 15(null):256–262.
Santoveña-Casal, S. (2019). The impact of social media participation on academic performance in undergraduate and postgraduate students. International Review of Research in Open and Distributed Learning, 20(1):124–147.
Shahzad, M. F., Xu, S., Lim, W. M., Yang, X., and Khan, Q. R. (2024). Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning. Heliyon, 10(e29523):1–17.
Zachos, G., Paraskevopoulou-Kollia, E.-A., and Anagnostopoulos, I. (2018). Social media use in higher education: A review. Education Sciences, 8(4):194.
Zhang, W. (2024). From distraction to dedication: The paradoxical effects of social media on student academic performance. Pakistan Journal of Life and Social Sciences, 22(2):8622–8634.
Publicado
05/10/2026
Como Citar
VIEIRA, Agnes Yasmini; RIBEIRO, Lucília Gomes; FELIX, Juliana Paula.
Redes Sociais e Aprendizagem em Diferentes Fases Digitais. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2857-2865.
DOI: https://doi.org/10.5753/sbie.2026.28188.
