Abstract
The objective of this study is to design a structural equation model and test confirmatory factor analysis system in order to better explain how students could utilize social networking system (Facebook) for educational purposes. Thus, this paper seeks to examine the attitude, perception and behaviour of Japanese students’ towards social-networking sites, and how students from non-English speaking backgrounds (especially Japanese students) at the University of Toyama perceive the use of Facebook for learning English as a foreign language. Our Structural Equation Modelling system based Facebook model outline the relations among different types of independent, dependent variables and constructs. We tested our model using adequate fitting indices like Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index (AGFI), Root Mean Square Error of Approximation (RMSEA), Comparative Fit Index (CFI), Non-Normed Fit Index/Tucker Lewis index (NNFI/TLI) and Incremental Fit Index (IFI). The results of the proposed model confirmed the hypothesized latent structures and theoretical validity of probed factors. Conclusions drawn from this study might be useful to better understand the use of social networking tools in educational context.
Highlights
The digitization of identity and global networked system, with the ubiquitous computing applications, high quality electronic data creation and maintenance, reveals that common networking concepts are widely found across a range of domains (Hansen, Shneiderman, & Smith, 2010; Pentland, 2016)
The unique capabilities and a variety of advantageous features of social networking channels have brought to student community, besides online social entertainment, the utilization of social media platforms for academic and professional activities in a more appealing and modern format (Junco, 2015)
Because of exponential growth of huge volumes of user generated online content and the subsequent potentiality to interact, communicate, collaborate, cooperate and share meaningful data in real-time with others conveniently, the social networking platforms are considered to be of profound significance for educational purposes and social media analytics (Hansen et al, 2010; Kuzma & Wright, 2013; Mazman & Usluel, 2010; Oh, Ozkaya, & LaRose, 2014; Pempek et al, 2009; Pentland, 2016; Sanchez, Cortijo, & Javed, 2014)
Summary
The digitization of identity and global networked system, with the ubiquitous computing applications, high quality electronic data creation and maintenance, reveals that common networking concepts are widely found across a range of domains (Hansen, Shneiderman, & Smith, 2010; Pentland, 2016). Because of exponential growth of huge volumes of user generated online content and the subsequent potentiality to interact, communicate, collaborate, cooperate and share meaningful data in real-time with others conveniently, the social networking platforms are considered to be of profound significance for educational purposes and social media analytics (Hansen et al, 2010; Kuzma & Wright, 2013; Mazman & Usluel, 2010; Oh, Ozkaya, & LaRose, 2014; Pempek et al, 2009; Pentland, 2016; Sanchez, Cortijo, & Javed, 2014). A number of recent research studies have shown that social media platforms support educational activities directly or indirectly by making effective interaction and communication, educational information and resource sharing, active participation and cooperative learning (Ajjan & Hartshorne, 2008; Anderson, Hepworth, Kelly, & Metcalfe, 2010; Ertmer et al, 2011; Jones, 2015; Larusson & Alterman, 2009; Mason, 2006; Veletsianos & Navarrete, 2012)
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