Impact of TikTok Usage on Higher Education Students: Addiction, Flow State, and Sense of Belonging

Abstract

This research explores the impact of TikTok usage among higher education students, focusing on three dimensions: addiction, flow state, and sense of belonging. Recognising the significant role that TikTok plays in young people's digital lives, the study aims to analyse how this platform affects students at a Portuguese School of Higher Education according to these dimensions, thus contributing to a deeper understanding of the effects associated with its use. A mixed methodology was adopted, combining quantitative and qualitative methods. A sample of 125 students answered a questionnaire, and structured interviews were conducted with 6 participants. The questionnaire included specific scales to measure the flow state, sense of belonging, and signs of addiction related to TikTok usage. The interviews provided a deeper exploration of individual perceptions of the platform's impact on their lives. The results reveal that students frequently experience the flow state when using TikTok, reporting that time "flies" and that they become deeply absorbed by the content. Despite this, according to quantitative data collected, most do not consider themselves addicted to the platform. However, during the interviews, students acknowledged that TikTok can be addictive, admitting to spending more time than intended and losing track of time, suggesting a discrepancy between initial self-assessment and more in-depth reflection. Regarding the sense of belonging, most students do not feel part of the TikTok community, which may be attributed to their predominantly passive use of the platform and lack of interaction or content creation. This indicates that building a sense of belonging is linked to more active and interactive participation patterns. It is concluded that TikTok has a significant impact on higher education students, inducing flow states and potentially contributing to addictive behaviours. The absence of a sense of belonging suggests that passive usage does not foster a sense of community, which may affect how students relate to the platform and other users. These results have important implications for understanding the impact of social media on young people's well-being and mental health, highlighting the need to promote balanced and mindful usage. Future studies may focus on designing strategies aimed at mitigating potential negative effects deriving from the addictive use of this sort of technology and explore the role of content creation as a way of fostering a sense of belonging.