Undeniably, the world has been transformed by the internet and it has become an important part of one’s daily lives since it gives people many options of communicating, such as e-mail, instant messaging, chat rooms and social networking site (Stankovska, 2016). With the advent of Internet and its numerous services that it can offer, how do undergraduates acquire and deal with the information that can be found here? How do they seek information? Meho (2003) quoting Line (2000), “in an information world radically changed by the internet, it is judged as being essential to carry out new studies into information uses and needs.” New technologies have been affecting one’s information seeking process which gave an urge to researchers in studying information seeking behavior among undergraduates (Abouserie, 2007).According to Ajiboye & Tella (2007), “information seeking behavior is described as an individual’s way and manner of gathering and sourcing for information for personal use, knowledge updating and development. As observed by Kakai, Ilkoga-Odonga & Kigongo-Bukenya (2004), often students’ information seeking behavior involves active or purposeful seeking of information as a result of the need to comply for course assignments and prepare for class discussions seminars, workshops, conferences, or write final requirement papers. Wherein Martin (2008) argued, “the information seeking behavior of millennial students is a matter of great issue in higher education.” In which Fister (1992) added, “Undergraduate students may be smart people, but they are still finding the process of research intimidating because they do not learn the basic information skills in which they end up using trial and error methods of research.” Moreover, based on Long and Shrikhande’s (2005) report, students often simply type terms on search engines and scan the results until information on their topic is found; they do not evaluate the quality, reliability and accuracy of what is being found.Indeed, the availability and accessibility of digital resources influence one’s information seeking behavior. As Meratian Esfahani (2012) claimed, it is evident that in the information age, using electronic resources has been invasive and in ubiquity. However some students become overly engaged or hooked in utilizing such resources that it established a doubt on the societal effect of the Internet on one’s information seeking behavior.Still, Wellman (2001) found out on the National Geographic Society website that internet is increasing interpersonal relations involvements. Parallel to the report of (Morahan, 2000) that internet is relaxing, exciting and enjoyable avenue for socialization. Moreover, there are numerous existing literatures about the positive effects of the utilization of digital environment. This is in agreement with Di Maggio (2001), wherein it was anticipated that the Internet would boost efficiency, aking people more active and participative on the usual routine they do every day by avoiding all the hassles when transacting on banks, malls, libraries and even online communication.Admittedly, digital environment may be an ambiance for societal relevant purposes but for some individuals, too much internet usage or exposure to digital environment may represent a means by which they become socially isolated, thus putting into risk the quality and quantity of their interpersonal relationships (Monetti, 2011). If students will become drowned in the digital environment in pursuit of the answers to their information queries, will internet help them promote or undercut their interpersonal relationships? Obviously, internet can serve as a tool in enhancing one’s sociability plus the fact that it can assist easier access to information across a wide variety of topics, establishing educational links and communicating with peers virtually through social networking sites.