Table of ContentsSummaryIntroductionLiterature ReviewConclusionReferencesSummaryThe popularity of social networking sites is increasing day by day. As always, only young people were interested in using these social networking sites, but their craze now extends to adults as well. However, the effect of social site is not good because people become addicted to it. It is now clear and common that individuals must use insensitivity to communicate in places of worship, at home, in the presence of relatives and guests, on highways. , schools, colleges and social gatherings, where they call on their phones. They are so busy and absorbed that they don't bother to see where they are, who is important in their priority and which ones they are. Meditation has moved from reality to the virtual world and is visible to invisible friends. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essayIntroductionSocial media is used to communicate with other people sitting far away. Social media can satisfy people's respect because it is used by a person who can introduce themselves to other like-minded people with a general interest. The popularity of social networking sites is increasing day by day. As always, only young people were interested in using these social networking sites, but their craze now extends to adults as well. However, the effect of social site is not good because people become addicted to it. Speaking of social networking sites, we first need to define the most popular sites. Facebook is popular for everyone, where a person can share photos, videos, upload status and many other things. Next comes Twitter, through which anyone can tweet your message, it is most popular among celebrities and others. Thanks to these sites, face-to-face conversations are decreasing and people are chatting more through these sites. Through these sites, people make friends outside the country as well. Thanks to this, we can go beyond our borders. Through this, celebrities are more in touch with their fans, they can easily connect with them. Now they can easily update their latest movie or any event that is about to happen. Although he is sometimes trolled, family members can organize the program through him. They can communicate with other family members who are easily sitting abroad.Literature ReviewAccording to the study conducted by various authors, there are many findings on the subject and also related to it.Basharah, Giyama and Abdelrahman (2014) told students at the University of Jordan that their relationship to Facebook use and their social intelligence, as well as the relationship between students' conscious measures of social use and their intelligence social. TO DO. In Jordan, there were 282 students enrolled in various public university colleges. For the purpose of the study, the researchers used a cross-sectional survey design in which a questionnaire was administered and several faculty members were gathered in the classroom, who had agreed to participate in this study in their classes. The objective of the questionnaire was to collect data about Facebook students and their social intelligence. An analysis of the collected data showed that most of the student Facebook users were active. Perceptions of participants' level of social intelligence were positive and intermediate. Thisstudy disagrees with the generally negative reputation in the Arab world of Facebook's influence on students' social lives. Furthermore, the study showed that using Facebook can benefit students with social skills and intelligence so that they can have an electronic platform that they can use to express themselves freely. Khan (2013) detected the effect of social networking sites on students. . A research questionnaire was prepared to determine the factors of social networking sites, which have an impact on students. The variables identified are age, gender, education, social impact and academic achievement. 168 respondents who were only students were randomly selected. Data were statistically analyzed using descriptive, correlation, backward statistics, Chi-square, etc. The study concluded that students aged 15 to 25 mainly used social networking sites for entertainment purposes. 60% of male students usually use social networking sites to gain knowledge. Graduate students generally prefer social networking sites for entertainment. This research study also found that people may use social networking sites because of their social impact. This study determines that most students use social networking sites through their friends and its sample average is 67.3%. Students with a GPA of 3.0 to 3.5 primarily use social networking sites for entertainment. Lipinsky-Harton and Taaffodie (2013) compared the degree of moderation of attitudes with online chat produced through online conversations. There were 142 graduate students (86 women and 56 men) attending the University of Toronto. In response to a series of public questions asked at the start of the academic term, participants were recruited by telephone. Before the study, the members of the couple did not know each other. Each pair was randomly assessed either face-to-face (FTF) or online chat (OC). The FTF conversations were digitally recorded and transferred for analysis. OC conversations were automatically connected and downloaded. The collected data were analyzed statistically, SD, F test, Pearson correlation and Chi square test. Face-to-face conversation and online chat were compared to the generous approach of their tendency through the contact of an anti-approach. As predicted by text discussions based on self-focus and little participation of others, strangers chatted online for about 20 minutes about controversial social issues, on which they opposed the approach. Less movement toward partner status was observed. Buhler, Neustaedter, and Hillman (2013) examined how to use adolescents and video chats. Teenagers use video chat to communicate with others, but little research has been done to learn how and why they use the technology. A sample of twenty adolescent participants (10 males and 10 females) was recruited through snowball sampling, word of mouth, and posted an ad on sites such as Face Book and Craigslist and interviewed them with an interview. Participants used several video chat systems, with the most common being Skype (18/20), followed by Face Time (10/20), Tiny Chat (3/20), MSN Messenger (3/20), and Google Hangouts ( 1/20). are included. are included. . The results show that during school and on subsequent weekends, video chat plays an important role in helping adolescents socialize with their friends, where they see emotional reactions and homework sessionsShared, remote shows and performances participate in activities. However, video chat is used to view more personal activities, like gossip, flirting, and even sexual activity. This presents an interesting design challenge to support teens' use of video chat. Access to education to demographics, social networks and social networks. It was found that the proportion of female respondents was 68%. Seventy percent of those surveyed said they were under 25 years old. Seventy percent of respondents were domestic students while 31% were international. Facebook was the most popular social media platform among domestic and international students. Array (2012) examined students' approach to using social networking sites, particularly Facebook, in language classes. Social media has a huge impact on people's lives and millions of students spend many hours on social networking sites like Facebook, Twitter and YouTube. Even though millions of students around the world use these Web 2.0 tools, little research has been done on the educational use of social networks. Keeping in mind the potential possibilities of these websites for educational purposes, this study was carried out at the University of Gaziantep in Turkey, which included 48 graduate students enrolled in the mandatory one-year primary English class . The research design included 5-point Likert-type questionnaires and semi-structured interviews. The findings show that Facebook can be very useful as an educational tool. It was found that students have a very positive attitude towards using Facebook activity in the form of complementary language lessons, but learning a language based on a traditional language remains the backbone of language teaching. Pimmer, Linxen, and Gröhbiel (2012) examined how to use student and professional social networking sites (SNS) in developing and emerging countries. Data collection included a focus group (N=43) that included Facebook site analysis focused on medical students and faculty as well as medical and clinical topics. The results show how users, students and professionals, consider appropriate social networks from their mobile phones as a rich educational tool in terms of informal education. An analysis of the interview revealed that with a few exceptions, almost all of the students interviewed used Facebook on a daily basis. In the analysis, informal learning contexts on Facebook revealed the obvious forms of educational content embedded in the references. Quizzes, case submissions, and associated deliberate e-learning exercises, typically found in (more) formal educational settings. From a sociocultural learning perspective, participation in such virtual business communities across national borders has been shown to enable reporting of business status, as well as professional identities and conversations. Saw, Abbott, Donaghhe, and McDonald (2012) studied social media. for international students: this is not Facebook. In 2010, there were 335,273 international students enrolled in tertiary education in Australia. In order to support these students during their studies, libraries must find ways to communicate and engage with them. The best way to learn about the library's services was to visit the library's web pages and make personal contacts. With the staffof the library. To investigate international students' social media preferences, Bond's librarian decided to conduct a survey to ask current student institutions about their social media options and usage. The survey was announced via an international student email, the library website, the Library and IT Facebook page, and digital signage throughout the premises. The survey lasted three weeks and 575 complete responses were collected. Data collected using Microsoft Excel 2010 was exported and analyzed. Data collection and analysis was divided into three sections: educational access to demographics, social media, and use of social media for education. It was found that the gender parity among the respondents was 68% compared to women. Seventy percent of those surveyed said they were under 25 years old. Seventy percent of respondents were domestic students while 31% were international. Facebook was the most popular social media platform among domestic and international students. Most respondents in all countries use Facebook several times a day. The survey also found that more than 60% of respondents use Facebook to share information and use it to obtain more than 50% of the information. And 91% of respondents use Facebook for educational purposes. Eren (2012) examined students who considered using social networking sites, particularly Facebook, for language classes. Social media has a huge impact on people's lives and millions of students spend many hours on social networking sites like Facebook, Twitter and YouTube. Although millions of students around the world use these Web 2.0 tools, little research has been done on the educational use of social networks. Keeping in mind the potential possibilities of these websites for educational purposes, this study was carried out at a university in Gaziantep, Turkey, which had 48 graduate students enrolled in the mandatory one-year elementary English class. The research design included 5-point Likert-type questionnaires and semi-structured interviews. The findings show that Facebook can be very useful as an educational tool. It was found that students have a very positive attitude towards using Facebook activity in the form of complementary language lessons, but learning a traditional language remains the backbone of the language teaching. Veletsianos (2011) studied Twitter on involvement and practices. academics. Researchers participate in online social networks for professional purposes. In these types of networks, learning is involved in learning and constructing identities as recognition and contribution to network practices. While outlining possible benefits in the current literature, there is negligible empirical research from scholars on the use of online social networks in online partnerships and in the educational technology literature. The objective of this study is to understand the natural practices of researchers, particularly in social networks, and in particular on Twitter. 45 scientific tweets were qualitatively analyzed to address the main topics describing the practice of online social networks. Findings show that researchers (1) participating on Twitter shared information, resources, and media related to their professional practice; (2)shared information about their classroom and students; (3) Ask for and suggest suggestions to others; (4) engaged in social commentary; (5) engaged in digital identity and impression management; (6) Network and build relationships with others; And (7) highlighted their involvement in online networks other than Twitter. These findings help the field understand the emerging practice of academic participation in online networks. Lim and Meier (2011) studied international students using social networking services in a new culture: a case study with young Koreans in the United States. In the United States, international students, particularly Asian ones, have had difficulty adapting to their new life and culture. Very little research has been done to understand the role of social networking services (SNS), including instant messaging, blogs, chat sites, and e-mail, for these students. Korean students constitute the largest group of international students in the United States and they were selected for a qualitative study. For data collection, participants were interviewed individually. Results showed that participants used SNS in different ways for emotional well-being and educational purposes. Most participants preferred Internet messaging as other communication tools. Lampe, Wohn, Vitak, Alison, and Wash (2011) examined that undergraduate students use the social networking site Facebook for class-related affiliate activities (such as organizing study groups, l 'learning program procedures), Facebook How can it be used? An informal device that students use to organize their classroom experiences and discover factors that predict usage type. Data from two surveys (N=302, n=214) are used to analyze that Facebook usage, social and psychological factors, self-efficacy, and Facebook or student communication instructions are positive among students and negative are linked. Collaboration data were analyzed using statistical techniques, SD, factor analysis and regression analysis. They found that Facebook's predictions about organizing classroom behavior include self-efficacy and purported motivation to communicate with others using the site. Pempek, Yermolayeva, and Calvert (2009) studied the social networking experiences of students on Facebook. Millions of contemporary young adults use social networking sites. However, very few people know to what extent, how and how to use these sites. In this study, 92 undergraduate students completed a diary each day for a week, daily reports on their social activities, and a popular social networking site completed the activities checklist to assess their Facebook use. At the end of the week, they also completed a follow-up survey. Data were described using descriptive and decreasing statistics. The results indicate that students use Facebook almost 30 minutes per day as part of their routine. The students spoke on Facebook one-on-one, in which they were the creators to distribute the content to their friends. Despite this, they spent more time viewing content on Facebook than posting it. Facebook was used most for social interaction (45%), mainly with friends with whom students already had offline connections, for entertainment purposes (23%), and to share information (12%) and to educational purposes (20%).: 10.4172/2165-7912.1000285