Abstract

This literature review examines the complex relationship between social media integration in traditional classroom settings and its effects on cognitive load and information processing among high school students. Through analysis of research papers, this study investigates how various social media features influence students' learning processes, attention spans, and academic performance. The review synthesizes findings from 28 key studies, revealing both beneficial and detrimental effects of social media on learning outcomes. Results indicate that while strategic social media integration can enhance collaborative learning and self- regulation, unstructured use often increases cognitive load and impairs information processing. This research provides information for educators and administrators seeking to optimize social media integration in educational settings while minimizing its potential negative impacts on student learning.