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15 Interactive Presentation Ideas to Elevate Engagement

By Krystle Wong , Aug 04, 2023

As attention spans continue to shrink, the challenge of engaging audiences in a short timeframe has never been more significant. Let’s face it — grabbing and keeping your audience’s attention can be quite the challenge, especially when time is ticking away. But fear not, I’ve got the perfect solution: interactive presentations!

Believe it or not, creating an interactive presentation is easier than you might think. In this guide, I’ll show you how to effortlessly turn ordinary slides into captivating experiences with 15 interactive presentation ideas that will leave your audience begging for more. From quirky polls and fun games to storytelling adventures and multimedia magic, these ideas will take your presentation game to the next level.

Venngage is a game-changer when it comes to empowering interactive presentations. With just a few clicks, users can customize their favorite presentation templates , add multimedia content and create immersive experiences that leave a lasting impact. Whether you’re a seasoned presenter or a newcomer, get started with Venngage to elevate your presentation game to new heights of engagement and creativity.

Click to jump ahead:

What is an interactive presentation?

15 ways to make a presentation interactive, 7 best interactive presentation software, what are some common mistakes to avoid when creating interactive presentations, interactive presentation faqs, how to create an interactive presentation with venngage.

An interactive presentation is a dynamic and engaging communication format that involves active participation and collaboration between the presenter and the audience. Unlike traditional presentations where information is delivered in a one-way manner, interactive presentations invite the audience to interact, respond and contribute throughout the session.

Think of it as a two-way street where you and your audience have a friendly chat. It’s like playing a fun game where you ask questions, get live feedback and encourage people to share their thoughts. 

To make a good presentation , you can utilize various tools and techniques such as clickable buttons, polls, quizzes, discussions and multimedia elements to transform your slides into an interactive presentation. Whether you’re presenting in-person or giving a virtual presentation — when people are actively participating, they’re more likely to remember the stuff you’re talking about.

Interactive presentations leave a lasting impression on the audience. By encouraging active participation and feedback, interactive presentations facilitate better understanding and knowledge retention. Here are 15 innovative 5-minute interactive presentation ideas to captivate your audience from start to finish:

1. Ice-breaker questions

Start your presentation with intriguing and thought-provoking questions or a fun icebreaker game. These questions should be designed to pique the audience’s curiosity and encourage them to think about the topic you’ll be covering. By doing so, you create an immediate connection with your audience and set the stage for a more engaged and attentive audience.

For example, if you’re giving a business presentation about management and leadership training, you could ask audience questions such as “What’s the best business advice you’ve ever received, and how has it impacted your career?”

2. Live polling

Incorporate live polls during your presentation using audience response systems or polling apps. This allows you to collect real-time feedback, opinions and insights from active participants. Live polling encourages active participation and involvement, making your presentation feel like a collaborative and interactive experience.

3. Q&A sessions

Encourage the audience to ask questions throughout your presentation, especially for pitch deck presentations . Address these questions in real-time, which fosters a more interactive and dynamic atmosphere. This approach shows that you value the audience’s input and promotes a two-way communication flow.

4. Clickable buttons

Add clickable buttons to your slides, allowing the audience to navigate to specific sections or external resources at their own pace. For example, you could include links to your social media accounts or extra reading materials in your education presentation to give further information about the topic and get your students engaged. By providing this autonomy, you empower the audience to explore areas of particular interest, creating a more personalized and engaging experience through your interactive slideshow.

5. Storytelling

Incorporate anecdotes or personal stories related to your topic. Storytelling is a powerful way to emotionally connect with your audience, making your presentation more relatable and memorable. A little storytelling along with a set of creative slides draws the audience in and keeps them engaged as they follow the narrative.

6. Interactive charts and graphs

Use interactive charts and graphs that respond to user input to make your presentation interactive. For instance, allow the audience to click on data points to view more detailed information or to change the displayed data series. Creating charts with interactive visuals help the audience interact with the data, fostering better understanding and engagement.

7. Animated infographics

Add animations to your infographics, making them visually dynamic and progressive. Animated infographics reveal information gradually, keeping the audience curious and attentive. This transforms complex data into an easily digestible and engaging format.

Venngage’s extensive library of infographic templates is a powerful tool to visualize data and elevate the interactivity of your presentations. Personalizing the visuals ensures a cohesive and professional look throughout your interactive presentation. The templates are highly customizable, allowing you to adjust colors, fonts, and styles to match your presentation’s theme and branding. 

8. Gamification

Introduce an interactive quiz, puzzles, or challenges related to your presentation content. Gamification adds an element of fun and competition, motivating the audience to participate actively and boosting their learning experience. Here are some gaming presentation templates you could use. 

9. Virtual reality (VR) or augmented reality (AR)

If applicable, leverage VR or AR technologies to provide immersive experiences. These interactive presentation tools transport the audience into a virtual or augmented environment, making your presentation more captivating and memorable.

10. Collaborative whiteboarding

Get your audience involved in your presentation by utilizing digital whiteboards or collaborative tools to brainstorm ideas collectively. This fosters teamwork and creativity, enabling the audience to actively contribute and feel a sense of involvement in the presentation.

11. Hyperlinked text

Keep the information in your slides minimal with a simple presentation and incorporate hyperlinks to direct viewers to relevant websites or blogs , resources, or additional information. This encourages self-exploration and gives the audience the opportunity to delve deeper into topics of interest.

12. Role-playing

Engage the audience in role-playing scenarios to explore different perspectives. Role-playing promotes active learning and helps the audience relate the content to real-life situations, enhancing their understanding and retention.

13. Embedded videos

Include video clips in your slides to provide visual explanations, demonstrations, or interviews. Videos add a dynamic element to your presentation, enriching the content and keeping the audience engaged.

14. Audience-generated content

Encourage the audience to contribute ideas, stories or examples related to your professional presentation . Audience-generated content fosters a sense of ownership and involvement, making the presentation more interactive and personalized.

15. Slide transitions

Use slide transitions to create smooth animations between slides. Well-planned transitions maintain the audience’s interest and keep the presentation slides flowing seamlessly.

Interactive elements aside, enhance your presentation with these guides on how to summarize information for a captivating presentation and how to make a persuasive presentation to captivate your audience. 

If you’re looking to create engaging and interactive presentation slides that captivate your audience, these presentation software options are sure to elevate your game:

Prezi is renowned for its dynamic and non-linear presentation style, enabling users to craft visually stunning and interactive presentations. With an array of templates and animation effects, Prezi enhances audience engagement, making your presentations more captivating and memorable.

2. Mentimeter

Mentimeter serves as an audience response system, empowering real-time interaction during presentations. Users can create interactive polls, quizzes, word clouds and more, allowing the audience to respond using their smartphones or other devices. This fosters active participation and provides valuable feedback instantly.

3. Google Slides

Google Slides is a free cloud-based presentation software that not only offers collaboration features but also enables real-time interactions. It includes add-ons and third-party integrations to further enhance interactivity, making it an excellent choice for collaborative and engaging presentations.

4. Microsoft PowerPoint

PowerPoint, a classic presentation software, has evolved to incorporate more interactive features like live captions, real-time collaboration and interactive elements such as quizzes and forms. With its familiar interface and versatile functionalities, PowerPoint remains a reliable choice for interactive presentations.

5. Prezentor

Prezentor caters to sales-oriented presentations focusing on interactive storytelling and data-driven content. It offers analytics to track audience engagement and behavior during presentations, allowing you to fine-tune your approach and keep your audience hooked.

6. Opinion Stage

Opinion Stage is a visual and interactive data collection tool designed to engage and excite audiences whether sitting in a lecture hall, participating in a live Zoom, or watching an on-demand webinar. The Opinion Stage tools are simple and intuitive, making it easy to create attention-grabbing quizzes, surveys, and polls in minutes. A great way to spice up any presentation, encourage audience participation, and collect authentic feedback.

7 . Venngage

Venngage stands out as a versatile design tool that facilitates the creation of interactive infographics, data visualizations and presentations with ease. Offering various interactive elements and animations, Venngage empowers you to craft visually appealing and engaging presentations effortlessly.

With these interactive presentation software options at your disposal, you can unleash your creativity and deliver presentations that leave a lasting impact on your audience. So, go ahead and make your presentations interactive, captivating and memorable!

For more presentation software options, check out this blog on the 12 best presentation software for 2023.

Creating interactive presentations can be a game-changer for engaging your audience and enhancing your presentation skills, but steering clear of common pitfalls is essential. Here are some key mistakes to avoid when crafting your interactive presentations:

1. Overloading with interactivity

While interactivity is fantastic, bombarding your audience with too many interactive elements can backfire. Strive for a balanced approach that enhances engagement without overwhelming your listeners.

2. Ignoring audience relevance

Failing to tailor interactive elements to your audience’s interests and preferences can lead to disconnection. Make sure your interactions resonate with your specific audience for a more meaningful experience.

3. Not testing interactive elements

Skipping thorough testing of interactive features before showtime can spell disaster. Avoid technical glitches by diligently testing all interactive components in advance.

4. Poor timing and pace

Timing is everything, especially with interactive activities. Ensure seamless integration by planning your key points and the timing of your interactive elements carefully.

5. Lack of clear purpose

Every interactive element should serve a purpose and contribute to your presentation’s objectives. Don’t add interactions just for the sake of it — ensure they add value and align with your message.

6. Failing to engage beyond interactivity

While interactive elements are powerful tools, remember that content is king. Combine your interactive features with compelling storytelling and valuable insights to create an immersive and impactful presentation.

Incorporating animated slides into your interactive presentations enhances the overall appeal and interaction, turning an ordinary presentation into an engaging experience. Try it out with one of our animated presentation templates to get started. 

How do you start an interactive presentation?

Begin by grabbing the audience’s attention with an intriguing question or a surprising fact, setting the tone for a dynamic and engaging session.

Which type of presentation is the most interactive?

Workshops and seminars are often the most interactive types of presentations as they encourage active participation, discussions and hands-on activities.

How can interactive presentations enhance audience engagement?

Interactive presentations foster a two-way communication flow, involving the audience through polls, quizzes, discussions and multimedia elements, leading to increased interest, attentiveness and better retention of information.

What are some common interactive elements to include in a presentation?

Common interactive elements include clickable buttons, hyperlinked text, polls, quizzes, interactive charts, multimedia content and audience participation activities.

Can interactive presentations be used for educational purposes?

Absolutely! Interactive presentations are highly effective for educational purposes as they promote active learning, encourage critical thinking, and provide real-time feedback and knowledge exchange opportunities.

Need inspiration on how to give an engaging presentation ? Here are 120+ presentation ideas you could use. 

Venngage makes it easy for anyone to infuse interactivity into their presentations. From clickable buttons and hyperlinked text to interactive infographics and dynamic charts, Venngage offers a diverse range of interactive elements to captivate and engage the audience. Here’s how you can make your presentation more fun and interesting with Venngage:

• Sign up or log in to Venngage to access the platform.
• Choose a presentation template or start with a blank canvas to begin designing your interactive presentation.
• Add and edit slides in the Venngage editor to structure your presentation content effectively.
• Customize the design by selecting themes, fonts, colors and backgrounds to match your style and branding.
• Use interactive elements like buttons, links, pop-ups and hover effects to engage the audience during the presentation.
• Enhance engagement by incorporating interactive media such as videos and audio clips.
• Preview and test your entire presentation to ensure everything works smoothly before presenting it to your audience.
• Save your interactive presentation on Venngage and share it online or download it in various formats for presenting purposes.

Well, I hope these 15 5-minute interactive presentation examples can help unlock a new level of audience engagement for your next presentation. From fun quizzes and interactive storytelling to multimedia magic and gamified challenges, the possibilities are endless. So, don’t be afraid to experiment, tailor the ideas to suit your audience members and let your creativity shine.  

That said, remember to strike a balance and keep the interactivity purposeful and relevant. Some common mistakes to avoid when creating interactive slides include overloading the presentation with too many interactive elements and failing to align the interactive elements with the overall presentation goals and content. 

Got it? Great. Now let’s turn that boring presentation around!

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120 Presentation Topic Ideas Help You Hook Your Audience

Updated: January 15, 2024

Published: August 09, 2023

Cooking is easy. The puzzle is figuring out what to eat. As soon as you know that, you can get started. The same holds for presentations. The sooner you can whip up a good, informative, and catchy topic, the easier the rest of the process becomes.

Pick a good topic that resonates with you and your audience to set a strong foundation. But select the wrong topic, and it becomes difficult to connect with your audience, find mutual interests, or hold their attention.

So, let’s learn how to develop thought-provoking and relevant topics for your presentations. You’ll also find some best practices to make your presentation memorable.

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How to Choose a Great Presentation Topic in 5 Steps

120 presentation topic ideas, 5 presentation tips.

4. Choose an appropriate presentation style.

There are many ways to present a topic. Your personality, the topic at hand, and your audience’s personas will help you determine which style would best fit you and your audience.

Select a presentation style that will communicate the main idea clearly and have a lasting impact on your audience.

For instance, explore a freeform style presenter by Sir Ken Robinson.

5. Engage with your audience.

Work on your presentation skills to make a strong connection with your audience, get through to them and leave a mark.

Think of the presenter as the link between the topic and the audience. A strong or a weak presenter can make a difference between a presentation being a thriving success or a boring failure.

Hone your skills by engaging and interacting with your audience. Make them feel like a part of the presentation and not just spectators. 70% of marketers have found presentations with interactive content to be more effective than those without.

Here are a few ways you can make your presentation interactive:

• Start your speech with uncommon questions to your audience. Involve them from the get-go, like ask to raise their hands if X.
• Make eye contact to build credibility and show confidence. Don’t stare at your slides or notes. Smile occasionally and talk to the audience directly.
• Have an active and confident body language. Don’t stand in the same place the entire time. Move around the stage.
• Don’t be monotonous. Speak as you would to a colleague — with enthusiasm.
• Ask close-ended questions in between to keep the audience engaged without losing time. Address them using their names to keep things interesting.
• Share personal experiences and stories that your audience will find fascinating and relatable.
• Practice thoroughly before you present so you’re fluent with the material and delivery.
• Energy and excitement can be quite contagious. Make sure you exude enough to spread some to your audience.

Feeling Inspired Yet?

Now you have all the right ingredients for choosing amazing topics and a hundred ideas to drive inspiration from. So, go ahead and start cooking presentations that will blow your audience away.

Don’t forget to choose a super-relevant topic and add meaty information. Do it with excitement to make it enjoyable for you and your audience. Best of luck!

Don't forget to share this post!

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The benefits of interactive slides

🗣️ Active participation An interactive slide deck gives your audience cool things to click on and discover, boosting learning and engagement.

👂 Multi-sensory experience Audio, video, animations, and mouse interactions make your content immersive, entertaining and accessible.

🧑‍🤝‍🧑 People-friendly format Pop-ups and embeds condense more material into fewer slides so you can break information down into digestible chunks.


🎮 Gamification Games, quizzes and puzzles make information more memorable and enable you to gather feedback and check understanding.

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How do I make a presentation interactive and how does Genially work? Find the answers to all of your slide-related questions here!

What’s an interactive presentation?

Interactive slides contain clickable hotspots, links, buttons, and animations that are activated at the touch of a button. Instead of reading or watching passively, your audience can actively interact with the content.  

Genially’s interaction presentation software allows you to combine text, photos, video clips, audio and other content in one deck. It’s a great way to condense more information into fewer slides. 

If you’re a teacher, you can share multiple materials in one single learning resource. Students can create their own projects using digital media and online maps. For business or training, try embedding spreadsheet data, PDFs, and online content directly in your slides. 

An interactive slide deck is more user-friendly than a Microsoft PowerPoint presentation or Google Slides document. That’s because you can break information down into chunks with pop-ups, labels, voiceovers and annotated infographics.  

The other benefit of interactive content is increased engagement. It’s easier to keep your audience’s attention when they’re actively participating. Try Genially’s presentation software and free slideshow maker to see how it’s better than other presentation websites. You won’t go back to standard presentation apps!

How do you make a clickable slide?

The best way to make slides clickable is to use Genially’s free interactive presentation program. Design your slide then apply an interaction. In a couple of clicks, you can add popup windows, hyperlinks, close-up images, games, animations, multimedia and other content. 

Choose from the library of hotspot buttons and icons to show people what to click on. Go to Presenter View to get a preview and see how your content will appear to your audience.

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10 creative online presentation ideas for elearning professionals.

Online Presentations: 10 Creative Ideas For eLearning Professionals

How you present your eLearning content to your audience is critical. Engaging your learners requires a creative approach to visual design and, more often than not, effective online presentations  are creative presentations. Luckily, there are several tools you can use to build your own presentation, such as Prezi , Aurasma , and Powtoon ; all you need to do is bring in your fresh ideas. In this article, I´ll share 10 creative ideas for online presentations eLearning professionals may use in order to create an inspiring eLearning product and an unforgettable eLearning experience for their audience.

• Engage your audience. An online presentation should never be a static activity. On the contrary; the more your audience participates, the more effective it is. Integrate as much interactivity as possible into your online presentation by including scenarios , eLearning games , and drag and drop interactions , always making sure that your navigation system is easy enough to use. Once your learners interact with your eLearning content, their levels of engagement automatically raise. Furthermore, consider leaving a thought-provoking question for the end of your online presentation; if you leave your learners with an interesting question they cannot answer right away, and you make them think about it hours after your online presentation is over, you have done a great job. Make sure, however, that this question will be answered later on in the eLearning course.
• Take advantage of metaphors. A good metaphor brings an online presentation to life by simplifying a concept and further engaging your learners, as it helps them not only to get your idea instantly, but also leaves a lasting impression in their minds. In other words, by comparing a topic to a situation that your learners already know, you make it relevant, which facilitates the process this information gets transferred into their long-term memory . To incorporate metaphors into your online presentation, think of the point you want to make and use stock images that showcase the comparison. It may take you some time to find the appropriate metaphor, but keep in mind that the more unusual the metaphors you use are, the better they will stand out in the minds of your audience.
• Tell a story. By integrating stories into your online presentation you can bring your learners to your world. No matter how many facts and figures you need to use for making your point, you can instantly turn boring material into something exciting by sharing a story behind it. Research the background of your subject matter, build a storyline around it, develop your characters, and let them narrate the facts. People love stories; storytelling is one of the best online presentation ideas in order for eLearning professionals to truly capture and engage their audiences, as are all by default more attracted to stories than to abstract ideas.
• Add music. Adding a soundtrack to your online presentation will truly take it to another level. Music creates emotional responses, as it tells things words cannot express, communicates a feel-good vibe, and instantly connects people. Furthermore, strong melodic hooks become easily memorable , as they grab the attention of your audience and slip the parts of your eLearning content that are surrounded by music into their long-term memory. Just remember to give copyright credit to the composer and obey licensing laws.
• Add videos. A good video can bring into your online presentation the life that static slides lack. eLearning videos can optimize the effectiveness of your online presentation, as long as you don’t use them too often; a maximum of three short video clips is more than enough. A good idea is to use well known movie clips, as when your learners recognize the material it is easier for them to make connections with the eLearning content presented. Furthermore, you can create and produce your own eLearning videos , so that you can be more focused on your eLearning content and directly communicate your eLearning objectives .
• Replace bullet points with powerful images. While the adage “a picture is worth a thousand words” is pretty much as cliché as it gets, it is 100% true. Picture superiority effect is not a myth; images communicate concepts faster and more effectively, as they are more likely to be remembered than words, even if these words are only a few and presented as bullet points. But be careful; whether you use stock images or you create your own pictures, you always need to remember that for your visuals to be effective, they must be of high quality and relevant to your eLearning content. Low resolution, cheesy, unrealistic, and irrelevant to your topic images, will not only fail to get your point across, but they will also decrease the effectiveness of you eLearning content, as they can be distracting and confusing. All in all, don’t hesitate to be very selective and take the extra time to find or create aesthetically pleasing images that are directly related to your message.
• Use animations. Animations don’t just eliminate language barriers; when used properly, they can turn your online presentation into an almost cinematic experience. However, as it happens with images, they simply don’t work if they are distracting. They can easily get irritating, so choose them carefully and don’t overwhelm your online presentation with lots of bells and whistles. Use tasteful animated characters to demonstrate key points and communicate your more complicated topics, and consider implementing a friendly narration to accompany them, in order to increase your learners’ engagement levels. Create engaging courses with the Best eLearning Animation Developers! Discover, choose and compare the top eLearning Content Providers with Animations! Find the right vendor
• Include a small dose of humor. Using humor in eLearning can be tricky, either because there is a risk for your audience to get carried away as it may overshadow the subject matter, or your audience’s different humor levels may lead to misunderstandings. To make sure that you neither overdo it nor potentially offend any of your learners, add only small doses of humor and keep them inspirational and positive. If you have the slightest doubt that your witty joke could offend someone, leave it out. It may sound complicated to keep balance, but it is definitely worth giving it a try; humor is not only entertaining, but also capable to help your audience instantly relate to your eLearning content.
• Include podcasts. Adding a podcast can be a very creative idea with respect to online presentations for eLearning. There is a variety of free podcast tools for creating your own cost-effective, approachable, and high quality podcasts. You can use them to incorporate stories, interviews, or even well-crafted open-ended questions. Podcasting, when done right, is a great way to engage your audience, especially its auditory members.
• Keep the surprises coming. Finally, consider not relying only on tried-and-tested recipes. To use your online presentation for creating a memorable eLearning experience you need to intrigue your audience by keeping the surprises coming. Enrich your message with eLearning tools and ways that your learners are not expecting and you can be certain that your online presentation will stay in your audience’s minds for a long, long, time.

Now that you can take advantage of these creative ideas for online presentations for eLearning, you may be looking for additional ways to bring a creative spark in your eLearning course . Read the article 7 Tips To Use Learners' Creativity In eLearning and explore how you can transform the most tedious subject matter into a unique and memorable eLearning experience.

• 6 Tips To Turn Your Presentation Into An Interactive eLearning Course
• 10 Best Business Presentation Software For eLearning Professionals
• How To Convert PowerPoint Into An Interactive eLearning Module
• 5 Tips On How To Use Screencasts In Online And Blended Courses
• 6 Online Collaboration Tools and Strategies For Boosting Learning

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75 Unique School Presentation Ideas and Topics Plus Templates

Are you tired of seeing the same PowerPoints repeating overused and unoriginal school presentation ideas covering repeated topics in your classes?

You know what I’m talking about; we’ve all been there, and sat through yawn-worthy demonstrations, slides, or presentation videos covering everything from the solar system, someone’s favorite pet, past presidents of a country, to why E=mC squared.

From grade school to university, first graders to college students, we are obligated to create, perform, and observe academic presentations across a plethora of curriculums and classes, and not all of these public speaking opportunities fall into the category of an ‘interesting topic’.

Yet, have no fear! Here at Piktochart, we are here to help you and your classmates. From giving examples of creative and even interactive presentation ideas, providing presentation videos , and suggesting interactive activities to give your five minutes of fame the ‘wow’ factor that it deserves, this article is your guide!

Our massive collection of unique school and college presentation ideas and templates applies if you’re:

• A teacher looking to make your class more engaging and fun with student presentations.
• A student who wants to impress your teacher and the rest of the class with a thought-provoking, interesting topic.

A Curated List of Interesting Topics for School Presentations

Did you know that when it comes to presentations , the more students involved improves retention? The more you know! Yet sometimes, you need a little help to get the wheels moving in your head for your next school presentation .

The great thing about these ideas and topics is you can present them either in face-to-face classes or virtual learning sessions.

Each school presentation idea or topic below also comes with a template that you can use. Create a free Piktochart account to try our presentation maker and get access to the high-quality version of the templates. You can also check out our Piktochart for Education plan .

Want to watch this blog post in video format? The video below is for you!

The templates are further divided into the following categories covering the most popular and best presentation topics. Click the links below to skip to a specific section.

• Unique science presentation topics to cultivate curiosity in class
• Engaging culture and history presentation ideas to draw inspiration from
• Health class presentation topics to help students make healthy lifestyle decisions
• Data visualization ideas to help students present an overwhelming amount of data and information into clear, engaging visuals
• First day of school activity ideas to foster classroom camaraderie
• Communication and media topics to teach students the importance of effective communication
• Topics to help students prepare for life after school

We hope this list will inspire you and help you nail your next school presentation activity.

Unique Science Presentation Topics to Cultivate Curiosity in Class

Science is a broad field and it’s easy to feel overwhelmed with too many topics to choose for your next presentation.

Cultivate curiosity in the science classroom with the following unique and creative presentation ideas and topics:

1. Can life survive in space?

2. Do plants scream when they’re in pain?

3. What are the traits of successful inventors?

4. How vaccines work

5. Massive destruction of the Koala’s habitat in Australia

6. Left brain versus right brain

7. What are great sources of calcium?

Get access to high-quality, unique school presentation templates by Piktochart for Education.

Create and collaborate in the classroom using Piktochart’s customizable and printable templates for your school reports, presentations, and infographics.

8. Recycling facts you need to know

9. Do you have what it takes to be a NASA astronaut?

10. The rise of robots and AI: Should we be afraid of them?

11. How far down does the sea go?

12. The stages of sleep

13. Will Mars be our home in 2028?

14. A quick look at laboratory safety rules

15. The first person in history to break the sound barrier

Engaging Culture and History Presentation Ideas to Draw Inspiration From

History is filled with equally inspiring and terrifying stories, and there are lessons that students can learn from the events of the past. Meanwhile, interactive presentations about culture help students learn and embrace diversity. 

16. Women in history: A conversation through time

17. The sweet story of chocolate 

18. A history lesson with a twist 

19. The history of basketball 

20. The origin of the Halloween celebration 

21. AI History 

22. What you need to know about New Zealand 

23. 1883 volcanic eruption of Krakatoa 

24. Roman structures: 2000 years of strength

25. The most famous art heists in history 

26. Elmo: The story behind a child icon 

27. 10 things you should know before you visit South Korea 

28. 8 things you didn’t know about these 8 countries 

Health Class Presentation Topics to Help Students Make Healthy Lifestyle Decisions

Want to learn how to engage students with healthcare topic ideas? Then consider using these templates for your next interactive presentation.

According to the CDC , school-based health education contributes to the development of functional health knowledge among students. It also helps them adapt and maintain health-promoting behaviors throughout their lives. 

Not only will your presentation help with keeping students engaged, but you’ll also increase class involvement with the right slides.

The following examples of health and wellness interactive presentations include fun ideas and topics that are a good start. 

29. How to look after your mental health?

30. The eradication of Polio

31. How to have a healthy lifestyle 

32. 10 handwashing facts 

33. Myths and facts about depression

34. Hacks for making fresh food last longer 

35. Ways to avoid spreading the coronavirus

36. Mask protection in 5 simple steps 

37. Everything you need to know about the flu

38. All about stress: Prevention, tips, and how to cope 

39. The importance of sleep 

40. Is milk tea bad for you?

41. How to boost happiness in 10 minutes

42. How dirty are debit and credit cards 

43. Why do you need sunscreen protection

Data Visualization Ideas to Help Students Present Overwhelming Amounts of Data in Creative Ways

Data visualization is all about using visuals to make sense of data. Students need to pull the main points from their extensive research, and present them by story telling while being mindful of their classmates’ collective attention span.

As far as student assignments go, storytelling with data is a daunting task for students and teachers alike. To keep your audience interested, consider using a non linear presentation that presents key concepts in creative ways.

Inspire your class to be master data storytellers with the following data visualization ideas:

44. Are we slowly losing the Borneo rainforest?

45. Skateboard deck design over the years

46. Food waste during the Super Bowl

47. The weight of the tallest building in the world

48. Infographic about data and statistics

49. Stats about cyberbullying

50. How whales combat climate change

First Day of School Interactive Activity Ideas to Foster Whole-class-Camaraderie

Calling all teachers! Welcome your new students and start the school year with the following back-to-school creative presentation ideas and relevant templates for first-day-of-school activities.

These interactive presentations grab the attention of your students and are remarkably easy to execute (which is the main educator’s goal after all)!

51. Meet the teacher

52. Example: all about me

53. Self-introduction

54. Tips on how to focus on schoolwork

55. Course plan and schedule

Give our class schedule maker a try to access more templates for free. You can also access our presentation-maker , poster-maker , timeline-maker , and more by simply signing up .

56. Interpreting a student’s report card (for parents)

57. Introduction of classroom rules

58. Assignment schedule

59. Daily planner

60. Course syllabus presentation

61. How to write a class presentation

Topics to Teach Students the Importance of Effective Communication

Visual media  helps students retain more of the concepts  taught in the classroom. The following media topics and infographic templates can help you showcase complex concepts in a short amount of time. 

In addition, interactive presentation activities using these templates also encourage the development of a holistic learning process in the classroom because they help focus on the  three domains of learning:  cognitive, affective, and psychomotor. 

62. Interactive presentation do’s and don’ts 

63. How to create an infographic 

Recommended reading : How to Make an Infographic in 30 Minutes

64. How to improve your internet security and privacy

65. What is design thinking?

66. What are your favorite software tools to use in the classroom? 

Presentation Topic Ideas to Help Students Prepare for Life After School

One of the things that makes teaching a rewarding career is seeing your students take the learning and knowledge you’ve instilled in them, and become successful, productive adults.

From pitching a business idea to starting your podcast, the following topics are good starting points to prepare students for the challenges after graduation (aka adulting 101):

67. How to make a resume

68. How to start a startup

69. Credit card vs. debit card

70. Pros and cons of cryptocurrency

71. How to save on travel

72. How to do a SWOT analysis

73. How to pitch a business idea

74. Habits of successful people

75. Starting your own podcast: A checklist

Find out how a high school teacher like Jamie Barkin uses Piktochart to improve learning in the classroom for her students.

Pro tip: make your presentation as interactive as possible. Students have an attention span of two to three minutes per year of age. To keep minds from wandering off, include some interactive games or activities in the lesson. For example, if you conducted a lesson on the respiratory system, you could ask them to practice breathing techniques.

Maintain eye contact with your students, and you’ll get instant feedback on how interested they are in the interactive presentation.

Make School Presentation Visuals Without the Hassle of Making Them From Scratch

School presentations, when done right, can help teachers engage their classes and improve students’ education effectively by presenting information using the right presentation topic. 

If you’re pressed for time and resources to make your school presentation visuals , choose a template from Piktochart’s template gallery . Aside from the easy customization options, you can also print and download these templates to your preferred format. 

Piktochart also professional templates to create infographics , posters , brochures , reports , and more.

Creating school-focused, engaging, and interactive presentations can be tedious at first, but with a little bit of research and Piktochart’s handy templates, you’re going to do a great job!

The future of learning is interactivity and collaboration.

Foster interactive and collaborative learning using Piktochart for Education. Share your work, get feedback, and brainstorm on the fly. With Piktochart, everyone’s on the same page. Finally.

Kyjean Tomboc is an experienced content marketer for healthcare, design, and SaaS brands. She also manages content (like a digital librarian of sorts). She lives for mountain trips, lap swimming, books, and cats.

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Social media: a digital social mirror for identity development during adolescence

• Open access
• Published: 24 April 2024

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• Vanesa Pérez-Torres   ORCID: orcid.org/0000-0001-6027-2233 1  

According to recent studies, social media are settings where adolescents construct their identities while engaging in social interactions. In digital spaces, adolescents can interact with, display, and receive feedback about themselves, contributing to the development of a clear and integrated sense of self. This paper reviews the available empirical evidence and discusses four overarching themes related to identity construction in social media: self-presentation (attempting to control images of self to others), social comparison (compare themselves with others, especially evaluating the self), role model (media figures that are social references for behavior), and online audience (friends, peers, unknow/know referents with whom users may interact online). Moreover, it proposes a new contextual perspective on identity development on social media. Informed by research on these themes that social media features allow adolescents to perform self-presentations, offering the opportunity to express interests, ideas, and beliefs about themselves (identification and role exploration). The image presented on social media exposes them to feedback, online audiences, and social comparison with peers or social models. Audiences have an impact on how adolescents think about themselves (self-concept validation). Role models can facilitate the learning of behaviors through imitation and identification (exploration and commitment). Thus, the digital world provides a context for the development of adolescents’ personal identity. This proposal aims to contribute to the construction of future theories on identity in social media and advance this area of research.

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Introduction

Adolescence is an important stage for identity development (Branje et al., 2021 ), a lifelong process that is influenced by settings, people, and social context. Erikson ( 1968 ) defines personal identity such as extent to which a person has adopted clear and consistent goals, beliefs, and values. Marcia ( 1980 ) describes the formation of identity as a process that can involve different statuses of development based on the amount of exploration (experimentation with different values, beliefs, or goals, questioning and weighting different identity options) and commitment (personal interest in those values, beliefs, or goals, engaging in significant activities) that the adolescent experiences or has experienced. The statuses of development are: (1) diffusion : in this status adolescents have not taken an active role in exploring different alternatives or committing to a specific identity domain; (2) moratorium : adolescents are actively exploring multiple alternatives, but they have not yet made any commitment; (3) foreclosure : adolescents have made a commitment without exploring it; and (4) achievement : after a period of active exploration, adolescents have committed to a specific identity domain (Marcia, 1980 ).

Researchers have recently broadened the two core processes of exploration and commitment into several developmental trajectories and models. The three-factor model (Crocetti, 2017 ; Crocetti et al., 2008 ; Crocetti & Meeus, 2015 ) proposes an identity explanation comprising three structural processes: commitment (choices made by individuals), in-depth exploration (reflection, seeking information about their commitments), and reconsideration of commitment (individuals compare their commitments with other options). Similar to Erikson’s proposal (identity vs. identity confusion), this model assumes that there are two opposing forces in the dynamics of identity construction: (1) commitment and in-depth exploration, and (2) reconsideration of commitment. Considering that the identity process is dynamic (unlike the sequential model proposed by Marcia, 1980 ), this model includes a dual-cycle process in which adolescents form, evaluate, and revise their identities. Adolescents in the identity formation period consider various alternatives (exploration process), maintain, and reinforce their chosen commitments (maintenance stage), or revise their decisions in a dynamic cycle (Crocetti, 2017 ; Crocetti et al., 2008 ; Crocetti & Meeus, 2015 ). In summary, personal identity refers to a subjective sense of self in diverse situations and times (distinctiveness and uniqueness) where adolescents explore and experiment with who wants to be, roles in adulthood, and their place in society (Branje et al., 2021 ).

According to Erikson`s ( 1968 ) theoretical models, in this article identity is understood as being constructed at the intersection of individual personality, self-concept Footnote 1 , interpersonal relations, and context (e.g., historical, social). At present, a relevant context for exploring and building identity in adolescents is social media and online activities (Raiziene et al., 2022 ). Adolescents are the most active group of social media users, especially through internet connections on their mobile phones. Adolescents use social media to express themselves, generate links and bonds with peers, and with social online referents, such as influencers, YouTubers, or Instagrammer (online audience). Recent studies have suggested that social media is a scenario of identity construction in which adolescents socialize (Lajnef, 2023 ; Meier & Johnson, 2022 ; Shankleman et al., 2021 ;Valkenburg, 2022 ). In digital spaces, adolescents can interact, display, and receive feedback about themselves, immediately contributing to the formation of their self-concept and exploration of their identity (Cingel et al., 2022 ; Shankleman et al., 2021 ).

Given the importance of the psychosocial task of identity, there has been a great amount of theoretical and empirical attention within psychology (for a review, see Branje et al., 2021 ). Nevertheless, they have placed little emphasis on digital context and its influence on identity development. In the last decade, the number of publications on social media and adolescents has increased considerably (for a review, see Davis et al., 2020 ), although the focus has been on the influence on well-being and negative consequences (e.g., problematic social media use, depression symptoms, risky behaviors) rather than on identity (Shankleman et al., 2021 ). This study addressed the influence of social media and online activities on identity formation during adolescence. Four central themes were analyzed in accordance with recent literature (Davis et al., 2020 ; Hollenbaugh, 2021 ; Meier & Johnson, 2022 ; Shankleman et al., 2021 ): self-presentation, social media audience, social comparison, and the role of models in an online context. This paper presents the findings thematically and includes a contextual perspective relating to social media use and identity formation. This perspective can be used to understand identity formation on social media as well as to guide future research.

Self-presentation on social media

Self-presentation is a behavior that attempts to transmit information about oneself or an image of oneself to other people, is activated by the evaluative presence of other people (Baumeister & Hutton, 1987 ), and plays a relevant role in identity development (Yang et al., 2018 ).

Self-presentation concerns how individuals control the image they portray to others, and social media has provided new contexts for selective self-presentation (representation of the personal image that individuals want others to perceive, common in selfies, and online profiles). Moreover, social media offers adolescents the opportunity to have multiple social interactions that broaden their perceptions and assessments they make about themselves, contributing to the construction of their self-concept (one’s overall view of oneself), given that the perceptions of the individual about themselves are based on their experiences with others and their own attributions of their own behavior (Meier & Johnson, 2022 ; Schreurs & Vandenbosch, 2021 ).

Research suggests that the relationship between self-presentation on social media and identity development is dynamic. Adolescents engage in identity exploration, and social media facilitates this process (e.g., through images, videos, and text), given that their self-presentation shows an image specifically for these media, often positively biased (de Lenne et al., 2020 ). The audience and characteristics of social media are central to self-presentation (and self-concept) because adolescents can craft and edit their images with more possibilities than offline interactions, and they can vary some aspects of themselves depending on the audience to which their messages are addressed (Hollenbaugh, 2021 ). By presenting themselves online, adolescents also regulate their impressions of themselves intentionally, usually to obtain the approval of others (management or handling of impressions) and test their self-concept for different audiences (Hollenbaugh, 2021 ; Meier & Johnson, 2022 ).

Adolescents act intentionally to regulate their impressions of themselves on social media to shape an attractive image and obtain approval from other users and followers (e.g., peers, friends). Social media self-presentation allows selective because them can edit their profile to a self-selected audience (Hollenbaugh, 2021 ). Nevertheless, social media also allows for expressing in a way more true or authentic self because adolescents can edit before posting to show a mood state or a thought about themselves (Shankleman et al., 2021 ). Hollenbaugh ( 2021 ) suggest «the effectiveness of self-presentation may be used as feedback to influence future impression management» (p. 84). Common types of self-presentation related to impression management include ingratiation and self-promotion. Ingratiation is the most frequent and aims to present a pleasant image of the self and a likable image on social media. For example, being friendly, funny, or saying positive things to others. Self-promotion includes highlighting skills, talents, competencies, and knowledge. For example, individuals are knowledgeable and skilled in sports, music, etc. Adolescents use these types of self-presentation and strive to create a positive image of themselves on social media (positivity bias) because they have a strong tendency to compare themselves with their peers and need peer acceptance (Schreurs & Vandenbosch, 2021 ), which is essential in the construction of identity.

Self-presentation is a transactional process that includes reflections on an individual’s identity and possible selves, as well as the audience and social context (Schlenker, 2003 ). Additionally, audience feedback about self-presentation on social media contributes to shaping self-concept and identity through multiple social interactions (Hollenbaugh, 2021 ; Meier & Johnson, 2022 ).

Online social media audience

The formation of identity and shaping of beliefs (self-concept), values, and behaviors can be influenced by social interactions with others as an audience (Schlenker, 2003 ). On social media, the audience (e.g., friends and followers) allows adolescents to connect with other people who are experiencing the same process (Shankleman et al., 2021 ).

Adolescents prioritize an ideal or desired identity image in the digital context (related to social desirability and the need for acceptance). Moreover, social media offer many opportunities to curate and present one’s identity to a wider audience. Therefore, users craft their profile thinking about who will see them, and they are conscious of the audience on social media (Marwick & Boyd, 2011 ). This audience can be real (friends, peers, family), proximal (an unknown referent or referents with whom social users may have offline interactions), or distal (an unknown referent or referents with whom they interact in their imagination). (Marwick & boyd, 2011 ).

Peer feedback (real audience) on social media is very important for adolescents’ identity. In early adolescence, there is an increase focus on the self (Elkind, 1967 ), and adolescents are highly sensitive to peer feedback. Social media permits the adjustment and optimization of online profiles (self-presentation) to elicit positive feedback, usually through comments and likes (Koutamanis et al., 2015 ). This feedback is more public, persistent, and visible to others (online audiences); therefore, negative feedback can influence self-esteem and the subjective evaluation of one’s worth as a person (Koutamanis et al., 2015 ). Instead, positive peer feedback can strengthen self-esteem, validate self-concept, and provide a sense of acceptance (Cingel & Krcmar, 2014 ; Peters et al., 2021 ).

Adolescents try to imagine the audiences’ perspective on their online profiles and posts and «act toward, react to, and thereby reinforce, a perceived Imaginary Audience»(Cingel & Krcmar, 2014 , p.156). An imaginary audience is the belief that others are thinking and judging you all time, that you are at the center of others’ attention (admiring or critical), and this process is heightened during adolescence (Elkind, 1967 ). In the construction of identity, the imaginary audience allows, on the one hand, to express one’s identity and, on the other, it relates to the need to belong, mainly to those who are not linked to the closest social ties, such as the family (Lapsley et al., 1989 ).

To understand how adolescents present their identity online and interact with each other through social media, an imaginary audience is a useful lens. Adolescents use impression-management strategies to determine their post and comment audiences, using content-based (what to post/comment on and how to post/comment) or network-based (tailoring or limiting access to their posts) strategies (Ranzini & Hoek, 2017 ). Intensified self-consciousness due to an imaginary audience becomes a broad online audience on social media, and users can feel surveillance and constantly observed (Ranzini & Hoek, 2017 ). This imaginary online audience makes adolescents overemphasize their positive traits (positive bias on self-presentation) and more frequently post selfies on social media (de Lenne et al., 2020 ; Ranzini & Hoek, 2017 ). However, social media audiences also play a role in adolescents’ self-expression, and these spectators can produce an empowering feeling regarding their self-concept (Shankleman et al., 2021 ).

Imaginary audiences have also been related to risky online behaviors (e.g., sexting, and friending strangers online), mainly adding users based on a profile picture to increase followers and, consequently, the audience (Popovac & Hadlington, 2020 ). In addition, the number of followers and likes on social media could intensify the imaginary audience: «a larger online audience may serve to increase social status among peers but also likely contributes further to the Imaginary Audience ideation itself» (Popovac & Hadlington, 2020 , p. 286). In this manner, the feeling of having an online audience can generate expectations in adolescents and influence their behavior. Online audiences can impact behavior by stimulating different outcomes: warning (when new behaviors are favored by online audiences) and chilling effects, when behaviors are restricted by the online audiences (Marder et al., 2016 ; Lavertu et al., 2020 ). The impact of online audiences on offline behavior can be either warming or chilling, depending on the individual’s goal. Therefore, the extended chilling effect of social media is «the constraining of behavior in reality (i.e., offline) as a consequence of the perceived expectation these online audiences hold» (Lavertu et al., 2020 , p.1); for example, people would avoid smoking in the fear that a photo would be posted on social media (Marder et al., 2016 ). In accordance with Marder et al. ( 2016 ), «people could respond in a ‘chilling’ manner for a number of reasons, including fear of external sanctions and social disapproval, regardless of whether or not that threat of sanction is real or not» (p.582). Moreover, Lavertu et al. ( 2020 ) proposed that public self-awareness (based on imaginary and real audiences online) can also be a positive self-referent (warning effect), for an individual’s behavior (e.g. participating in prosocial behavior offline).

Social comparison on social media

Social comparison is relevant in building adolescent identity because it has been suggested as a significant process of self-knowledge and a means of self-improvement or self-evaluation (Lajnef, 2023 ). In other words, «social comparison are often motivated by individuals’ desire to evaluate, improve, or enhance the self» (Noon et al., 2023 , p. 292). Social comparison is a natural process of self-evaluation, in which individuals tend to choose those who are perceived as similar to themselves as targets for comparison (Festinger, 1954 ). This tendency uses other people as sources of information to determine how we behave, feel, or think relative to others (Festinger, 1954 ). The social comparison process relies on the choice of comparison target (upward: superior other versus downward: inferior other) and the outcomes of the comparison (assimilation versus contrast). Social comparison can be upward when others are considered better or in better condition, or downward when the people we compare ourselves to are seen as worse (Festinger, 1954 ). In assimilation, the self-evaluation of the comparer shifts in favor of the comparison target, becoming more positive after upward comparison and more negative after downward comparison. Contrast is the process of a comparer’s self-evaluation shifting away from the target, which can become more negative when compared upward, and more positive when compared downward (Verduyn et al., 2020 ). Therefore, comparisons between the self and others can have judgmental, affective, and behavioral consequences.

Adolescents compare themselves with their peers and are concerned about building a personal identity, so they frequently use social media to present themselves in a favorable or positive way. In the digital world, social comparison is a frequent process (especially upward social comparisons) because these networks allow for an idealized image of others, share more self-enhancing information about themselves, and explain more successes than failures (Verduyn et al., 2020 ).

Social media posts increase the discrepancy between the actual self and the ideal self, eliciting a greater number of comparisons to others in an upward manner and highlighting dissimilarity (Midgley et al., 2021 ). Comparisons on social media often include identity domains such as peer relationships and physical appearance. For example, social media users choose the most attractive photos and usually edit them using filters (positivity bias) to represent their idealized self (Schreurs & Vandenbosch, 2021 ). In addition, users of social media also expect «likes» of the images published, which is often related to an adolescent’s search for social approval (Feltman & Szymansky, 2018 ). Social media places a great deal of importance on the exchange of popular pictures (with the most «likes») and receiving comments, and pictures that are retouched with filters to make them more attractive to their observers, normally representing ideals of beauty that are shared socially, such as being thin and in shape (Baker et al., 2019 ; Fardouly et al., 2018 ; Feltman & Szymanski, 2018 ).

Cultural standards of beauty refer to acknowledgement of the predominant social standards of physical attractiveness, appearance, and weight, which are supported by significant individual beliefs and objectives (de Lenne et al., 2020 ; Feltman & Szymanski, 2018 ). In internalization, individuals incorporate the ideals of beauty or other media ideals (e.g., academic or professional success) established by society into their own beliefs (de Lenne et al., 2020 ; Feltman & Szymanski, 2018 ), although not to the same degree. In this process, individuals cognitively adopt as personal, a socially defined ideal (de Lenne et al., 2020 ; Feltman & Szymanski, 2018 ). In Western society, these standards of beauty are associated with the desire to be thin, fashionable, and fit (healthy and muscular). (Feltman & Szymanski, 2018 ).

Social networks usually offer unrealistic skinny or muscular models or celebrities with an ideal body image that is virtually unattainable and may result in a negative self–image (de Lenne et al., 2020 ; Vandenbosch et al., 2022 ). This is particularly relevant in adolescence, when body changes are most evident and require greater effort to be incorporated into the construction of identity. The presence of unrealistic models on social networks, which respond to cultural ideals of beauty (being fit, thin, fashionable), usually represents an ideal self-model for most adolescents (Fardouly et al., 2018 ). This content offers more opportunities for internalization by applying an observer´s perspective to their own appearance or other media ideals (de Lenne et al., 2020 ; Vandenbosch et al., 2022 ). Thus, posts on social media also provide an idealized view of reality in other domains, such as professional, social, or romantic lives. These media permits obtaining information about others in their profiles, frequently more popular, or with more follows. This process increases the social needs acceptance of adolescents and the social comparison and internalization of media ideals (de Lenne et al., 2020 ). This emphasis on a positive version of oneself online can lead to a comparison effect (especially upward comparisons) which can impair well-being. For example, it can reduce self-esteem (Cingel et al., 2022 ; Midgley et al., 2021 ).

The most active users of social networks often have more upward social comparison (Feltman & Szymanski, 2018 ). Nevertheless, the current review indicates that the use of social media (passive or active) has positive effects (Meier & Johnson, 2022 ; Shankleman et al., 2021 ; Valkenburg, 2022 ). For example, an investigation suggests positive consequences (e.g., inspiration and pride) in other self-presentation types, such as leisure, work, health, or travel, especially when comparisons focus on assimilation or contrast with the target. Upward assimilation (more similarities with the target) and downward contrast (fewer differences from the target) improve well-being. Conversely, downward assimilation and upward contrast are expected to decrease well-being (Meier & Johnson, 2022 ).

Social comparison promotes self-knowledge, self-improvement, and self-evaluation in adolescence (Lajnef, 2023 ). However, social comparison (upward social comparison) with peers on issues related to ideal body image and physical appearance, produces more negative effects on well-being (Cingel et al., 2022 ; Midgley et al., 2021 ). In other domains, such as leisure or health, the consequences of this social comparison (upward assimilation and downward contrast) can be positive (Meier & Johnson, 2022 ).

Roles models on social media: imitation and identification

Meaningful relationships and social connections in adolescents’ face-to-face interactions are extended to social media and provide a referent or role model of behavior (e.g. influencers) to develop their sense of identity (Berger et al., 2022 ). Social media presents a different type of role model: celebrities, influencers and micro-influencers, who are famous because of their large followers (influencers) and personal branding strategies (micro-influencers). These influencers are frequently identified by a specific audience, create content that centers around lifestyle topics such as food, travel, or beauty, share significant parts of their lives on their social media platforms, and engage with their followers to maintain their status (Hoffner & Bond, 2022 ; Lajnef, 2023 ).

Media figures are social references for different identity domains that offer inspiration for self-development, self-esteem, and the exploration of different roles: vocational, gender, and sexual orientation (Hoffner & Bond, 2022 ; Lajnef, 2023 ). According to social cognitive theory (Bandura, 2001 ), social norms are learned (imitate) and accepted by observing the behavior of role models (e.g., peers or influencers) on social networks, principally when they are rewarded (de Lenne et al., 2020 ). Because adolescence is a stage characterized by the need to belong to a social group or be accepted by peers, these relationships with media figures can facilitate the learning of certain behaviors through modeling or imitation, which can have a positive or negative influence (Bandura, 2001 ). For example, «adoption of healthy attitudes and behaviors modeled or promoted by the media figures (+)»; «engagement in risky behaviors such as teen alcohol use modeled by media figures (−)» (Hoffner & Bond, 2022 , p.2).

Social media referents are considered identification models because they share similar features with adolescents and young people who follow them; also offers certain attributes that adolescents would like or aspire to have as their ideal self, which represents an identity challenge between the “teens ‘simultaneous need for «mimic» and «differentiation»” (Lajnef, 2023 , p. 5). Consequently, the internalization process of these norms and ideal media (e.g., popular, with large numbers of followers and likes) contributes to the identification of these referents (e.g., influencers) in social networks (Lajnef, 2023 ).

In scientific literature, this identification process is usually explained by parasocial relationships. This process refers to the perception of closeness or intimacy that a viewer or listener has with characters - fictional or presenters - of mass media (Hoffner & Bond, 2022 ). Repeated social media interactions between audiences and influencers create parasocial relationships. These relationships «are socio-emotional connections that people develop with media figures such as celebrities or fictional characters» (Hoffner & Bond, 2022 , p.1). Among the characteristics that favor this type of relationship are the affinity, authenticity, trust, familiarity, or attractiveness of those media referents (Hoffner & Bond, 2022 ) and the processes of identification and ideal or wishful identification (Hoffner & Bond, 2022 ; Lajnef, 2023 ). In the identification, influencers are viewed as someone who shares traits similar to those of adolescents are following them, which are related to the actual self. In ideal identification, influencers have some attributes that the person would like to have or aspire to have, related to the ideal self (Hoffner & Bond, 2022 ; Lajnef, 2023 ). The development of parasocial relationships between adolescents and media figures is a process derived from the search for new roles (exploration stage in identity building) of behavior beyond the family environment and allows them to meet the social needs of attachment and friendship (Gleason et al., 2017 ; Hoffner & Bond, 2022 ; Lajnef, 2023 ).

Adolescents establish this type of relationship with those who consider their peers, role models, or media referents such as influencers or celebrities (Eyal et al., 2020 ; Gleason et al., 2017 ). Social media for their immediacy and the possibility of interaction helps to create and develop parasocial relationships between adolescents and media figures (Hoffner & Bond, 2022 ; Lajnef, 2023 ). Moreover, in this context, users can observe life - and, in many cases, the intimacy - of people who, in normal circumstances, could never (Hoffner & Bond, 2022 ). In adolescents, parasocial interaction can occur more frequently because they experience changes in their relationships with peers and family (Gleason et al., 2017 ), which covers the social needs of attachment, similarity with those who consider their peers, in addition to being associated with the perception of their social world (Eyal et al., 2020 ). Social media provide a scenario for the development of such relationships in adolescents. It offers anonymous people and celebrities a platform where they can develop these relationships with their followers by exposing (self-disclosure) their «private» life, that increases the socio-emotional connections (Hoffner & Bond, 2022 ).

By adopting or imitating behaviors that they attribute to the «traditional» influencer (professionals in using social media’s different channels, careful personal brand with a wider audience), users can develop a parasocial relationship. In imitation, users aspire to act in a manner that is similar to a fictional character; for example, they copy their style (clothes, music) because they are characterized by attractive qualities. Moreover, imagination about media reference evokes and promotes the interaction (Gleason et al., 2017 ; Hoffner & Bond, 2022 ; Lajnef, 2023 ). Thus, the users comments with other fans or discussion groups exclusively dedicated to the figure of the influencer (fanclubs), or through other meetings, such as the interaction imagined with the influencer through images and fanfiction (fictional works written by fans from literary works, television series, film, or other media) or through an attempt to contact the same through comments on their profile, labels, or other calls for attention (Hoffner & Bond, 2022 ; Lajnef, 2023 ). Indeed, in the identity development of adolescents, these types of parasocial relationships allow the exploration of interests that may be common to those of influencers or micro-influencers (due to the process of identification with the media figure and imitation of their behavior). It can also facilitate self-expression, especially in identity domains such as gender and race, which often have limitations in their expression or social recognition in certain cultures (Gleason et al., 2017 ; Hoffner & Bond, 2022 ; Lajnef, 2023 ).

On social media such as YouTube, TikTok, or Instagram, it is very difficult to establish a two-way relationship between the media referent (e.g. influencers) and his/her followers because of the large number of interactions (publications, comments, «like») that exist. Therefore, parasocial relationships with these influencers are based on virtual relationships, considered «real» by viewers though one-sided (Hoffner & Bond, 2022 ). Consequently, the «followers» in social media (especially with celebrities or influencers) are a unilateral concept because these social referents have many followers that make the interaction extremely difficult (Hoffner & Bond, 2022 ). Influencers also may adopt communication practices with followers (posting personal videos or photos) to promotes closeness and reciprocity, although sometimes it can be a strategy to increase the audience (Riles & Adams, 2021 ). However, in the case of micro-influencers, followers are more likely to perceive greater reciprocity (back-and-forth interaction), which can blur the perception of unilaterality in the relationship. Reciprocity contributes to establishing a relationship between users and micro-influencers, given that the followers find commonalities and response to their messages. Thus, when a follower interacts with a media figure, the relationship can change from parasocial to interpersonal (Riles & Adams, 2021 ). Both macro and micro influencers on social media represent a social model of behavior, especially in the adolescent stage (Berger et al., 2022 ). The processes of interaction with these media figures favor the identification and imitation of behaviors related to the identity process (Hoffner & Bond, 2022 ; Lajnef, 2023 ). Adolescents explore different ways of being through models that can be considered as their peers, in which they are reflected (like a mirror), and in which they can share similar experiences and interact in relation to their doubts or identity experiences (Gleason et al., 2017 ; Hoffner & Bond, 2022 ; Lajnef, 2023 ).

Towards a contextual perspective about identity development on social media

The main challenge in adolescence is the formation of an identity. According to Erickson’s ( 1968 ) classic theory proposal, there are two important processes at this stage: identification with tasks and skills and exploration of social roles and experiences. Identity is constantly evolving and constructed based on changes in intrapersonal (individual’s inner perceptions or characteristics), interpersonal (relationships and bonds with others), and social domains (culture, political context, school, social media); and the current context, adolescents have a digital world in which to develop these processes (see Fig.  1 ). A contextual-ecological perspective considers adolescence development as a unitary system with attention to the complex interactions between these domains: intrapersonal, interpersonal, and social. «From this ecological perspective, youth are seen as subject to contextual forces ranging from the proximal influences that operate in their everyday activity settings, to increasingly distal (and abstract) contextual forces» (McHale et al., 2009 , p. 1190).

Contextual perspective about identity development on social media

On the one hand, self-expression (public and private images of themselves) on social media allows them to practice their self-presentation skills, show who they are, and receive feedback from their audiences (de Lenne et al., 2020 ; Hollenbaugh, 2021 ). Social media provides many opportunities to curate (e.g., craft profile) one’s identity to a wider audience (real, proximal, or distal), and the feedback (positive or negative) can strengthen or diminish self-esteem, validate or no self-concept, and provide a sense of acceptance or rejection by peers (Koutamanis et al., 2015 ; Peters et al., 2021 ). Imaginary online audiences can overemphasize positive traits in adolescents and strongly believe that others (audiences on social media) are judging all the time (Elking, 1967; Ranzini & Hoek, 2017 ). On the other hand, social media allows them to experiment with different ways of being, expose their interests, know what others do, identify with certain behaviors, reject others, explore ways of communicating, and show themselves to others (Shankleman et al., 2021 ).

As Marcia ( 1980 ) pointed out, a certain level of exploration and commitment is required to develop a stable identity. Different statuses of identity development (diffusion, moratorium, foreclosure, and achievement), based on the degree of exploration and commitment, are expressed in digital spaces (Cingel et al., 2022 ; Raiziene et al.,  2022 ; Shankleman et al., 2021 ). On social media, adolescents can try various identity alternatives before deciding which values, beliefs, or goals to pursue (self-representation and self-concept construction). It also allows adolescents to establish identity options, such as groups to which they belong, cooperate, or participate in social activism, among others. In this way, the process of identity construction in adolescents is influenced by the processes of individual-society integration, in which they can share or modify the values or identity options important to them (Erikson, 1968 ). Therefore, it is important to recognize the interplay between the social, interpersonal, and psychological aspects of identity development in the digital context. In this sense, role models on social media (peers or influencers) are a social reference for these behaviors (Hoffner & Bond, 2022 ). Peers or influencers on social media are referents of behavior to develop their sense of identity in domains such as vocational, gender, or sexual orientation (Berger et al., 2022 ).

Social comparison on social media influences self-knowledge, self-improvement, and self-evaluation in identity building (Noon et al., 2023 ; Lajnef, 2023 ). An indicator that identity develops properly is the presence of self-concept clarity, a coherent and consistent description of oneself (Campbell, 1990 ), which in social networks involves exploring and experimenting with different ways of being until achieving this integrated self-concept. Negative self-evaluation on social media (mainly upward social comparison) can influence identity development, diminish self-esteem, reduce commitment, confuse exploration, and increase uncertainty (Noon et al., 2023 ).

Social media also demonstrate the dynamic process of identity construction as proposed by Crocetti et al. ( 2008 ). In this relational context, adolescents explore alternatives identities and form commitments based on their interests and values. In addition, it allows these commitments to be strengthened, explored in depth, or dynamically reconsidered (Crocetti & Meeus, 2015 ).

These theories explain identity building in adolescence based mainly on the process or dynamics of exploration and commitment of adolescents. However, it is also important to know where adolescents explore their identity and the context (person-in-context) in which they are developing (McHale et al., 2009 ). Adolescents can connect to social media many hours a day, which is an accessible way to explore and build their identity in this context. The referents of identity construction in the past have been family, friends, and educational centers and currently, social media provides an important context that have effects on development of adolescents’ identity (see Table  1 ).

Discussions

Theoretical models of the construction of the adolescent’s identity have focused their attention on individual processes in which identity alternatives are explored and commitments are made, without major emphasis on how decisions can be influenced by the context and vice versa. In this study, a contextual perspective focused on the role of social media allows the identification of the processes of mutual influence (media and individuals) and their effects on the construction of identity during adolescence. Self-presentation, online audience, social comparison, and the role model (social media domains) have positive and negative consequences on the psychosocial development of adolescents.

Classic questions about identity construction, such as who am I? What do I want to do? relevant during adolescence’s biological, social, and psychological changes are now expressed in a digital scenario. For example, recent research explains that connections on social media support or hinder the relationships that adolescents create with their peers or friends (Hoffner & Bond, 2022 ; Shankleman et al., 2021 ). In addition, feedback about themselves, which they usually receive from people close to them, comes from an online audience without limit (Popovac & Hadlington, 2020 ; Ranzini & Hoek, 2017 ). Online audience produce an empowering feeling of self-presentation (Shankleman et al., 2021 ), negative consequences (e.g. surveillance) and risky behaviors (Popovac & Hadlington, 2020 ). Consequently, the role of social media audiences in adolescent identity process requires further evidence.

Psychosocial changes during adolescence, such as autonomy, need to belong, peer acceptance, self-esteem, and self-concept, interact with a particular digital context that has important implications for identity development. Social networks offer the opportunity to express interests, ideas, and beliefs about themselves (self-concept), with possibility of constant reinvention and the availability of digital tools to manage or handle the impression they make on others (Meier & Johnson, 2022 ; Schreurs & Vandenbosch, 2021 ). Also, social media allows the expression of an adolescent’s distinctiveness (e.g. expressing who you are) to differentiate from others (Shankleman et al., 2021 ), as well as the identification or imitation of social referents (Hoffner & Bond, 2022 ; Lajnef, 2023 ).

Social comparison with peers or social referents (e.g., YouTubers, TikTokers) can be a risk factor for adolescents who are more vulnerable, although they can foster a self-positive image. Thus, they can also be a way to acquire healthier habits and enhance self-esteem and well-being (Cingel et al., 2022 ; Lajnef, 2023 ; Vandenbosch et al., 2022 ). Moreover, parasocial relationships on social media have a positive impact on well-being domains such as social connection and coping (Hoffner & Bond, 2022 ). Therefore, it is necessary to expand research on the effects of social media references (e.g. influencers) on the identity of adolescents.

Social comparison in social networks is a relevant and frequent process because of the characteristics of these media, in which more importance is given to idealized publications about themselves (Verduyn et al., 2020 ). Moreover, it increases dissimilarity with others and the internalization of media ideals (de Lenne et al., 2020 ; Midgley et al., 2021 ). However, they also offer the opportunity to obtain information from other profiles that facilitate self-verification (Swann, 1983 ) and to test the expression of identity for a variety of audiences (Hollenbaugh, 2021 ; Meier & Johnson, 2022 ).

Social media enhances a sense of connection with others and increases peer relationships that are more extensive than they are realized in the «real» world. The exchange that occurs in online communities can facilitate the dynamics of identity construction, offering opportunities to explore, maintain, or reconsider their commitments (Branje et al., 2021 ; Crocetti, 2017 ; Crocetti et al., 2008 ; Noon et al., 2023 ). Digital space transforms and amplifies this process, often too quickly for adolescents to comprehend. Nevertheless, this online communication process represents for many teenagers a space for shared listening (including comments and responding to online publications) and the expression of the different challenges of identity construction (Lajnef, 2023 ; Shankleman et al., 2021 ). Further research is needed on how social media influences the dynamics of identity construction, especially how it relates to the processes of commitment, in-depth exploration, and the maintenance or reconsideration of those commitments (Branje et al., 2021 ; Crocetti, 2017 ; Crocetti et al., 2008 ; Noon et al., 2023 ). It would also be interesting to explore how they perceive the continuity of their identity over time (e.g., comparing old posts/images on social networks vs. the current one) and how this can support a sense of identity affirmation (Shankleman et al., 2021 ).

The significance and prominence of social media in adolescents results from the process of identity building that occurs during these development period (self-expression, friendships, or peer acceptance).The digital world can serve as a platform for adolescents to choose who they are and what activities they prefer without the social pressure of their closest or family environment, as previously mentioned. In turn, it can become a space with difficulties and risks associated with this stage of development, which requires a commitment to reflection, accompaniment, and action on the part of those in the social context of adolescents (e.g. parents).

Data availability

There are no new data associated with this article.

In this paper self-concept represents one’s overall view of oneself (Harter, 1999 ) and self-concept clarity is the extent to which individuals describe themselves coherently and feel confident about themselves (Campbell, 1990 ). These constructs are aligned with Erikson’s ( 1968 ) concept of identity.

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