A Meta-Analysis of Facebook-Assisted Learning Outcomes in Different Countries or Regions
3
Issued Date
2023-01-01
Resource Type
ISSN
15541045
eISSN
15541053
Scopus ID
2-s2.0-85151779343
Journal Title
International Journal of Information Technology and Web Engineering
Volume
18
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Information Technology and Web Engineering Vol.18 No.1 (2023)
Suggested Citation
Yu L., Xu W., Sukjairungwattana P., Yu Z. A Meta-Analysis of Facebook-Assisted Learning Outcomes in Different Countries or Regions. International Journal of Information Technology and Web Engineering Vol.18 No.1 (2023). doi:10.4018/IJITWE.319312 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/81788
Title
A Meta-Analysis of Facebook-Assisted Learning Outcomes in Different Countries or Regions
Author(s)
Other Contributor(s)
Abstract
In this special pandemic time, many learners have been forced to stay at home receiving education through mobile learning applications and social media such as Facebook. It is thus meaningful to meta-analytically review the studies on Facebook-assisted learning outcomes in different countries or regions to provide constructive suggestions for improvements on mobile learning. Through a meta-analysis using Stata 14.0, this study concludes that the Facebook-assisted learning approach may improve learning interaction, learning performance, social presence, engagement, psycho-motor, and overall skills in different countries or regions, although there are still different results and even controversial issues. The controversies lie in different findings in Taiwan, Switzerland, and UK, where no significant results are revealed regarding the use of Facebook for educational purposes. Future research could examine the construction of a sustainable online learning model, the classic theory, gender differences, and other mobile applications.