A Meta-Analysis of Facebook-Assisted Learning Outcomes in Different Countries or Regions

Abstract

In this special pandemic time, many learners have been forced to stay at home receiving education through mobile learning applications and social media such as Facebook. It is thus meaningful to meta-analytically review the studies on Facebook-assisted learning outcomes in different countries or regions to provide constructive suggestions for improvements on mobile learning. Through a meta-analysis using Stata 14.0, this study concludes that the Facebook-assisted learning approach may improve learning interaction, learning performance, social presence, engagement, psycho-motor, and overall skills in different countries or regions, although there are still different results and even controversial issues. The controversies lie in different findings in Taiwan, Switzerland, and UK, where no significant results are revealed regarding the use of Facebook for educational purposes. Future research could examine the construction of a sustainable online learning model, the classic theory, gender differences, and other mobile applications.