Learners can interact and connect with one another in new ways thanks to social media. This study employs two models to investigate the factors that contribute to students' involvement in order to improve their learning: constructivism and the technology acceptance model (TAM). Therefore, the objective of this research is to create a model of real use of social media for engagement by conducting an empirical examination into students' adoption of actual use of social media for education. A survey was distributed to 410 university students in order to achieve this goal. A quantitative research approach and partial least squares structural equation modelling were used to acquire the results (PLS-SEM). The outcomes of our empirical examination suggest that determining discriminant validity has become a widely accepted prerequisite for analysing latent factor connections. The studies also demonstrated that using social media to engage students and improve their learning in higher education is extremely beneficial. The findings revealed real use of social media for interaction via interactions variables and TAM model acceptance. Students' pleasure with learning was also favourably associated to their actual usage of social media and involvement, according to the findings. As a conclusion, the result of R-Square's perceived usefulness was 0.611%, students' engagement was 0.561%, actual use of social media was 0.582%, students’ satisfaction was 0.611%, and students' learning was 0.627%. This study's findings and ramifications are presented.
Actual use of social media for engagement to enhance students' learning