Impact of Facebook as a Learning Tool on Learning Outcomes, Technology Acceptance, and Attitude

Impact of Facebook as a Learning Tool on Learning Outcomes, Technology Acceptance, and Attitude

Manal Abdo Farhan Saif (Virtual University of Tunis, Tunisia), Ahmed Tlili (LaTICE Laboratory, Kairouan, Tunisia), Fathi Essalmi (Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), University of TUNIS, Tunis, Tunisia) and Mohamed Jemni (Research Laboratory of Technologies of Information and Communication and Electrical Engineering, Tunis, Tunisia)
Copyright: © 2019 |Pages: 16
DOI: 10.4018/JCIT.2019100104

Abstract

While several studies have investigated learners' opinions toward using Facebook in learning, limited attention has been paid to examine the effectiveness of Facebook as a learning tool in classrooms. Thus, this article proposes a newly designed Facebook learning tool that is used in a public Tunisian university to learn the “game development” course. It then investigates its impact on the learners' level of knowledge and motivation compared to the traditional learning method. This article also investigates the impact of this tool on the learners' technology acceptance and attitudes. The experimental results showed that the Facebook learning tool can significantly improve the learners' level of knowledge. In addition, learners who learned with this tool revealed a high degree of perceived usefulness, security, and intention to use the Facebook learning tool again. Furthermore, these learners reported a favorable attitude towards the Facebook learning tool. In addition, a set of recommendation is found that researchers and educators should consider while using Facebook in their classrooms.
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Many studies highlighted the efficiency of using social networks, specifically Facebook, as a learning environment (Greenhow & Askari, 2017; Guzmán-Simón, García-Jiménez, & López-Cobo, 2017; Manca & Ranieri, 2017; Saif, Tlili, Essalmi & Jemni, 2017; Mufidah & Bin-Tahir, 2018). For instance, Kurniawan, Jingga and Prasetyo (2017) investigated the effect of Facebook as a learning environment on students’ learning motivation in an information system course. Results showed that Facebook has a positive effect on student learning motivation. In another study, Yang (2018) investigated the effect of Facebook activities, such as peer collaboration, on language acquisition of college students from an Asian university through experimental studies. Students who experienced learning languages using Facebook showed more engagement and participation, and they gained more self-confidence in learning English. Mufidah and Bin-Tahir (2018) also examined the efficiency of Facebook in increasing students’ Arabic language acquisition. The obtained results showed that the use of Facebook groups can positively affect students’ ability to write in the Arabic language. Furthermore, Din and Haron (2018) showed that Facebook can be a useful environment to support information retrieval as well as self-learning for students who have a high level of self-directed learning characteristic.

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