Abstract:
Collaborative learning behaviour in favour of social media is one of the modem
pedagogical approaches m learning in the metaverse. Collaborative learning
behaviour is directly associated with the learner’s metacognition and hence leads
towards the development of metaliteracy skills. Empirical research in the field is still
being conducted, yet there are visible gaps in the existing cognitive domain of the
research area. The main objectives of the study include, (1) investigate the existing
knowledge and (2) identify areas where empirical research is lacking in the research
area. A systematic literature review method was followed according to a predefined
inclusion criteria and review conducted in accordance with PRISMA guidelines.
Scholarly journal articles published between 1980-2023 were queried through the
Lens.org database where 63 articles were selected for the final review. Results
revealed that there is a strong relationship between the social media involvement in
collaborative learning and research area is highly associated with the phycological
research with a cloud word count of 45 while collaborative learning scored 59 and
social media scored 65. Yet it was evident that there are empirical research gaps in
the related research and more research is needed to supplement the lacuna in
association with learning environments, new pedagogical concepts such as
pedagogies of play, blended learning, flipped learning, etc, and evaluation
frameworks, students’ satisfaction, and academic performances. A suggestion can be
made to conduct more research related with the meta literacy aspects such as meta
cognition and application of psychological aspects of learning in social media use for
collaborative learning.
