Investigating the Impact of Role of AI in Learning on Academic Performance Mediated by Social Media Addiction and Moderated by Self-efficacy

This research investigate the effect of artificial intelligence (AI) within learning regarding academic performance, with social media addiction as a intermediary and oneself-efficacy as a facilitator. A total of *300 university students* participated in the research, completing standardized questionnaires, including the *AI in Learning Scale, Social Media Addiction Scale (SMAS), General Self-Efficacy Scale (GSE), and an Academic Performance Self-Report Measure*. The findings indicate that AI-assisted learning positively influences academic performance, whereas excessive social media use negatively affects it. Mediation analysis revealed that social media addiction partially reduces the beneficial impact of AI regarding educational results, suggesting which uncontrolled social media engagement can hinder academic success. However, moderation analysis showed which students with greater self-confidence were better able toward manage social media distractions, minimizing its negative impact on academic performance. These results highlight the importance of fostering self-regulation and mindful AI usage to maximize educational benefits while mitigating potential risks.