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- W3201090604 abstract "Social media applications such as Facebook have received wide attention in their use in education. However, it is still hard to arrive at a conclusion regarding whether a Facebook-assisted approach is effective in education and whether there are any significant gender differences in the learning outcomes. Based on rigid inclusion criteria, this study included 21 peer-reviewed high-quality journal articles. Through a meta-analysis using Reviewer Manager 5.3, the authors concluded that a Facebook-assisted approach could obtain significantly higher learning outcomes than the non-Facebook-assisted one with a medium effect size (d = 0.42) and that females could achieve significantly better learning outcomes than males with a very small effect size (d = -0.21) in the Facebook-assisted education. Future research could examine the effect of educational use of other social media applications, as well as in sociological, psychological, or educational dimensions." @default.
- W3201090604 created "2021-09-27" @default.
- W3201090604 creator A5043709860 @default.
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- W3201090604 date "2021-10-01" @default.
- W3201090604 modified "2023-09-27" @default.
- W3201090604 title "A Meta-Analysis of Facebook-Assisted Learning Outcomes and Their Gender Differences" @default.
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- W3201090604 doi "https://doi.org/10.4018/ijmbl.2021100104" @default.
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