Fragmented Use of Social Media and Learning Engagement: An Attention Depletion Mediation Model

DOI

10.2991/978-94-6239-691-3_65How to use a DOI?

Keywords

Secondary vocational education; Fragmented use of social media; Learning Engagement; Attention Depletion

Abstract

This study explores the mechanism of fragmented use of social media affecting learning engagement among secondary vocational students from the perspective of attention depletion. Data from 1,002 students were analyzed using Pearson correlation and the PROCESS mediation model. Results indicate that fragmented use of social media significantly and positively predicts attention depletion, while attention depletion significantly and negatively predicts learning engagement. The direct effect of fragmented use of social media on learning engagement is not significant. Schools should guide students’ social media use and improve their attention to enhance learning engagement and boost the high-quality development of secondary vocational education.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ying Zhao
AU  - Yafei Wang
AU  - Xi Wang
PY  - 2026
DA  - 2026/05/31
TI  - Fragmented Use of Social Media and Learning Engagement: An Attention Depletion Mediation Model
BT  - Proceedings of the 2026 5th International Conference on Educational Innovation and Multimedia Technology (EIMT 2026)
PB  - Atlantis Press
SP  - 647
EP  - 654
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-691-3_65
DO  - 10.2991/978-94-6239-691-3_65
ID  - Zhao2026
ER  -