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International Journal of Computational and Electronics Aspects in Engineering (IJCEAE)
Volume 7 · Issue 4 · September 2026 · pp. 512–532
Article / Review · Peer Reviewed
Received: July 30, 2026 · Accepted: September 18, 2026 · Published: September 30, 2026
DOI: 10.26706/ijceae.7.4.20260812
Open Access · CC BY 4.0

The Impact of Social Media Applications on Students Academic Performance and Brain-Rot Challenges: Survey at IMAM University- Saudi Arabia

Omaima N. A. AlAllaf AlMustawi*, Radhiyah Ahmed Alebbi, Ahad Fahad bin Sulaim, Shatha Saleh Al-Saeedah
Department of Information Systems, College of Computer and Information Sciences, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, 11432, Saudi Arabia.

*Corresponding author: omaimaalallaf@gmail.com
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Abstract

The Social Media Applications (SMAs) are constantly evolving, new platforms emerge and existing platforms change their functionality. Many literature studies related to influences of social media on students’ academic performance. Most of these studies were focused on either: one digital work platform; or how one variable (i.e., time spent on social media) affect the students’ academic performance. This gives incomplete picture of how different social media affect student outcomes. Therefore, we analyzed in this research 12 major digital work platforms and SMAs that are widely used: Snapchat, TikTok, Beem, Tumblr, X, Instagram, LinkedIn, Telegram, YouTube, Facebook, JACO, and BeReal. Comparisons were conducted in terms of their objectives, content types, audiences, societal and individual impacts, privacy and security they provide. A clear variation was observed between different patterns of digital consumption in terms of their impact on students learning performance.

Our research methodology is based on a survey-based approach. This is done by collecting data through structured questionnaire distributed in May 2026 to undergraduate students at IMAM university- Riyadh- Saudi Arabia. The survey results showed that Snapchat (90.4%) and TikTok (86.3%) were identified by students as the currently used social media platforms, aligning with the concept of “Dirty Consumption”. Only 17.8% of responders reported that social media interferes “Greatly” with their study time. About 24.7% of responders often felt anxious and stressed againsed using social media and this finding is associated with reduced academic performance for 24.7% of students. At the same time, YouTube (82.2%) and Telegram (61.6%) emerged as the primary platforms used by students for educational purposes. About 47.9% of students reported that the social media sometimes can help them to form study groups. According to these results, the digital work platforms are no longer neutral technical tools; rather, they have become influential elements in shaping students’ cognitive and behavioral environments.

Keywords

Social Media Applications (SMAs) Digital Work Platforms Brain Rot Dirty Consumption Social Connections Social Media Addiction

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