top of page
Search

The Challenge of Attracting Followers with Educational Content on Social Media

In today’s digital age, the social media landscape is characterized by a paradox: while provocative images, party scenes, and superficial entertainment often garner millions of followers, educational content struggles to achieve the same level of engagement. This disparity highlights significant aspects of human behavior and societal values shaping our online interactions.


The Allure of Entertainment


One of the primary reasons for the overwhelming popularity of entertaining content is instant gratification. Social media platforms thrive on providing users with quick, easily digestible content that elicits immediate responses. Visually appealing or emotionally charged posts engage users rapidly, offering a form of escapism that requires little cognitive effort. In contrast, educational material demands attention, focus, and reflection—qualities that are often overlooked in the fast-paced environment of social media. Additionally, the attention economy has contributed to a culture of brief, superficial interactions. With a focus on short content formats, users are more inclined to consume posts that capture their interest quickly. Educational content, which often requires contemplation and engagement, does not fit seamlessly into this model, leading to lower visibility and interaction.


Understanding Human Psychology


Human psychology plays a critical role in this phenomenon. Content that triggers strong emotional responses—whether it’s excitement, humor, or curiosity—tends to perform better. This is largely due to the dopamine response that such content generates, making it more appealing than material that stimulates rational thought. Provocative imagery and lively party scenes evoke immediate feelings that resonate more powerfully with viewers. Moreover, social validation drives engagement on social media. Users are naturally drawn to content that reflects their aspirations, lifestyle choices, or social status. Engaging with popular trends and visually stimulating material fosters a sense of belonging and validation, often overshadowing the intrinsic value of educational content.


The Role of Platform Algorithms


The algorithms that govern social media platforms also contribute to this dynamic. These algorithms prioritize content that generates high levels of engagement, such as likes, shares, and comments. As a result, posts that elicit immediate reactions, often entertainment-based, receive increased visibility and amplification. Educational content, which might take longer to resonate or generate interaction, tends to be deprioritized in this system.


Societal Priorities and Consumer Culture


The modern societal shift toward a consumer-driven culture further exacerbates this issue. Entertainment, lifestyle, and visual appeal dominate public discourse, leading to content that aligns with these trends receiving the most attention. Users often seek content that entertains or provides quick satisfaction, while educational material may seem less appealing in comparison.


Balancing Popularity and Substance


Despite the allure of entertainment, there is a significant distinction between short-term popularity and long-term impact. While entertaining content may attract a large following rapidly, educational material fosters informed and engaged communities. Although educational content may not resonate with the masses immediately, its impact can be profound and enduring, cultivating an audience that values knowledge and growth. The disparity in engagement levels between entertaining and educational content on social media reveals a broader tension in human behavior. While quick, visually stimulating posts may attract immediate attention, educational material contributes to the development of thoughtful, engaged communities that prioritize personal and collective growth. Understanding this dynamic is essential for content creators who aspire to balance the creation of material that serves both entertainment and education, ultimately enriching the social media landscape and fostering a more informed society.


References:

Bakhshi, S., Shamma, D. A., & Gilbert, E. (2014). The Effect of Engagement on the Longevity of Social Media Content. Proceedings of the 2014 Conference on Computer Supported Cooperative Work, 392-402. https://doi.org/10.1145/2531602.2531707… Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. Harvard University Press. Cacioppo,

J. T., & Patrick, W. (2008). Loneliness: Human Nature and the Need for Social Connection. W. W. Norton & Company.

Duffy, B. E. (2017). Not a Game: The Social Media Economy. Communication and Critical/Cultural Studies, 14(4), 393-397. https://doi.org/10.1080/14791420.2017.1387312…

Fogg, B. J. (2009). A Behavior Model for Persuasive Design. Proceedings of the 4th International Conference on Persuasive Technology. https://doi.org/10.1145/1541948.1541999…

Gollust, S. E., Nagler, R. H., & Fowler, E. F. (2020). The Role of Social Media in Health Communication: A Perspective on the COVID-19 Pandemic. Journal of Health Communication, 25(9), 702-706. https://doi.org/10.1080/10810730.2020.1824584… Kaplan, A. M., & Haenlein, M. (2010). Users of the World, Unite! The Challenges and Opportunities of Social Media. Business Horizons, 53(1), 59-68. https://doi.org/10.1016/j.bushor.2009.09.003…

Pavlov, I. P. (1927). Conditioned Reflexes: An Investigation of the Physiological Activity of the Cerebral Cortex. Oxford University Press.

Rheingold, H. (1993). The Virtual Community: Finding Connection in a Computerized World. Addison-Wesley.

Smith, A., & Duggan, M. (2013). Online Dating & Relationships. Pew Research Center. https://pewresearch.org/internet/2013/10/21/online-dating-relationships/…

Turkle, S. (2012). Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books.

Zhang, X., & Leung, L. (2016). Social Media Engagement: A New Dimension of Brand Equity. Journal of Business Research, 69(9), 3553-3561. https://doi.org/10.1016/j.jbusres.2016.01.023



ree



 
 
 

Comments


bottom of page