Exploring the behavioral patterns of students learning with a Facebook-based e-book approach

摘要

Enriching e-book systems with some features from social networking sites, such as Facebook, has the potential to affect the learning process for students. In this study, we investigated the behavioral patterns of students learning with a Facebook-based e-book approach. An experimentation was conducted in which data were collected from students' log and then the lag sequential analysis was adopted to explore their behavioral patterns during the learning session. Experimental results identified the significant behavioral learning sequences and revealed that the behaviors: liking, commenting, and sharing posts with peers were the most significant differences between higher- and lower-engagement students. These findings could not only help students to achieve a higher level of engagement, but could also assist researchers who intend to design effective e-book systems based on social networking sites.