Abstract

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. Open access under CC BY-NC-ND license.