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Does Social Media Use Increase or Decrease Learning Performance? A Meta-Analysis Based on International English Journal Studies

  • Park, Ki-ho (Management of Digital Technology, College of Administration, Hoseo University) ;
  • Ren, Gaufei (Management of Digital Technology, Hoseo University)
  • Received : 2019.11.30
  • Accepted : 2019.12.21
  • Published : 2019.12.31

Abstract

Purpose This paper is to make a meta-analysis of the relationship between the social media use and learning performance as well as its potential moderating variables to clarify the differences in research conclusions in existing literatures, and refine the situational and method factors that affect the relationship between them. Methodology Meta-analysis used in this study can combine the quantitative data from different empirical studies, focus on the same research problem, and finally reach a research conclusion. Findings The results show that social media use and learning performance have a moderating positive correlation. The moderating effect test of usage scenarios shows that social media types, usage groups, application platforms and discipline fields have moderating effects on the relationship between social media use and learning performance. The moderating effect test of the research method found that measurement models, data attributes and learning performance indicators also had moderating effects on the relationship between social media use and learning performance.

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