A Meta-Analysis of Facebook-Assisted Learning Outcomes and Their Gender Differences

Theoretical Framework

We conducted the study under the theoretical framework of connected learning. A considerable amount of literature has been published on connected learning (e.g. (Esteban-Guitart, DiGiacomo, Penuel, & Ito, 2020; Vartiainen et al., 2019). In this study, the term “connected learning” that will be used refers to an activity, practice, or experience that bridges the gap between learner interests, motivation, achievements, and learning opportunities, which is supported by peer interactions (Esteban-Guitart, DiGiacomo, Penuel, & Ito, 2020). The connected learning could facilitate peer collaborative learning, improve learning interest, and promote learning effectiveness in either formal or extracurricular learning environments, enhancing students’ competitive ability in the global market (Brown, Czerniewicz, & Noakes, 2016).