Dataset - Impact of Social Media Use on Learning in Higher Education: A Systematic Review of Positive and Negative Effects
Description
Description of the Dataset and Research Context This dataset was generated for a systematic review that investigated the positive and negative impacts of social media use on learning in higher education. The research hypothesized that the educational use of social media platforms can produce both beneficial and adverse effects on student engagement, academic performance, and cognitive development, depending on the platform type, pedagogical goals, and disciplinary context. Data Collection Process Data were gathered from peer-reviewed empirical studies published between 2011 and 2025. A systematic search was conducted in four databases: PubMed, Scopus, Web of Science, and ERIC. Eligible studies included those using qualitative, quantitative, or mixed-method approaches, focusing on social media use in higher education contexts. Only studies published in English or Spanish were included. The selection process followed PRISMA 2020 guidelines and was managed using the Rayyan platform. Calibration between two independent reviewers was carried out, and inter-rater agreement was measured using Cohen’s Kappa. A standardized Excel spreadsheet was used to extract and structure the data, which included bibliographic details, study characteristics, country, academic field, education level, social media platforms used, educational purposes, and reported outcomes (positive or negative). Both qualitative and quantitative data were collected. Key Findings The data revealed that Instagram, WhatsApp, and YouTube were the most frequently used platforms. Positive outcomes often included increased student engagement, collaborative learning, and knowledge sharing. However, negative outcomes such as distraction, reduced academic focus, and information overload were also recurrent. Studies represented 38 countries, with Latin America, Europe, and Asia being the most represented regions. A mixed-methods synthesis was performed. Quantitative patterns were analyzed using descriptive statistics in RStudio (version 2025.05.0), while qualitative data were inductively coded and grouped into thematic categories related to educational outcomes and social media use patterns. Interpretation and Use This dataset provides structured empirical evidence on how social media impacts university-level learning environments. It can be used by researchers conducting further meta-analyses, education policymakers exploring digital integration, and educators aiming to make informed decisions about platform use. All data were independently verified by two reviewers. The full dataset and codebook are included in the repository to support reproducibility and secondary analysis.