This study calls for an expansion of the scope of educational research
from superficial commitment and usage behaviour to more sophisticated
levels of Social Network Sites by undergraduate students, and their
influences on learning performance. The research model is validated
empirically using data from a field survey of the most popular Social
Network Site, Facebook. Partial Least Square (PLS) is proposed to assess
the relationships between the constructs together with the predictive
power of the research model. Overall, our results conclude that mutual
exchange and social integration are conceived as appropriate drivers of
students' post-adoption usage and, subsequently, learning performance.
(C) 2011 Published by Elsevier Ltd.
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