Time flies when chatting online: a social structure and social learning model to understand excessive use of mobile instant messaging
本研究从社会技术视角出发，采用社会结构与社会学习模型，通过在线调查368名中国活跃用户，发现高交互性移动即时通讯通过社会学习过程促进过度使用，交互性感知通过一系列情境化社会学习因素中介影响，且受使用经验调节。
Purpose Widespread concerns about excessive use of mobile instant messaging (MIM) have inspired research in different disciplines. However, the focus thus far tends to be on diagnostics and cognitive predictors. There is little understanding from the socio-technical perspective to capture the drivers of excessive use of MIM. To address this research gap, the authors aim to enrich existing literature by adopting a social structure and social learning model (SSSLM) to understand the excessive use of MIM. The authors argue that excessive MIM use is developed and reinforced in highly interactive online communication, through a social learning process. Design/methodology/approach The authors conduct a cross-sectional online survey to validate our proposed research model on excessive use of mobile instant messaging (MIM). 368 valid responses are obtained from active MIM users in China. Findings The results suggest that highly interactive MIM creates a technology-based social structure that facilitates the social learning process of excessive technology use. The influence of perceived interactivity of MIM on excessive MIM use is mediated by a series of contextualized social learning factors. Furthermore, the influences of perceived interactivity on social learning factors are moderated by MIM use experience. Originality/value The authors contribute to literature in related fields by highlighting the crucial role of social learning in facilitating excessive technology use. The authors contribute to the social structure and social learning model by contextualizing it into the context of excessive MIM use. Design guidelines are provided with a purpose to inhibit excessive use of MIM.