Abstract
PurposeThe purpose of this paper is to examine the factors that drive students to use Facebook for educational communication and explore the impact of Facebook use for educational communication on perceived academic achievement.Design/methodology/approachA survey was conducted through a self-administered questionnaire to collect data from student Facebook users at a large technology and engineering university in Malaysia. Partial least squares path modeling was used to test the hypotheses in the research model.FindingsThis empirical study showed that Facebook use in educational communication is determined by subjective norms and purposive value. Facebook use in educational communication positively affected perceived academic achievement.Practical implicationsThe findings provide useful insight for higher institutions and educators regarding the potential academic effects of integrating Facebook into higher education learning. Moreover, this study provides insight into the factors that drive Facebook use in educational communication.Originality/valuePrior studies have largely investigated the determinants and the effects of Facebook use among university students. However, little research has focused on educational communication phenomena. This study investigated determinants and academic achievement effect of Facebook use in educational communication among university students.
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