A Study of Students’ Learning Behaviors with Canva through the Use of Facebook

Abstract

Using Facebook as a learning platform can enhance students’ engagement, foster interaction, and create collaborative learning communities. When integrated with Canva, a graphic design tool that promotes creativity and effective presentation skills, it provides meaningful opportunities for digital learning. This quasi-experimental study aimed to investigate learning behaviors, compare knowledge comprehension, and examine achievement motivation in Canva learning activities through Facebook among Grade 5 students with different interest levels. The participants consisted of 58 students, divided into a high-interest group (n = 31) and a low-interest group (n = 27). Research instruments included pre- and post-tests on knowledge comprehension and a motivation questionnaire. Data were analyzed using Dependent Samples t-test and Independent Samples t-test. Results revealed that students’ learning behaviors occurred most frequently through comments, followed by likes and posts. Both groups showed significant improvement in knowledge after learning, while the high-interest group outperformed the low-interest group. Additionally, the high-interest group demonstrated significantly higher achievement motivation across all dimensions—attention, relevance, confidence, and satisfaction. Overall, the findings confirm that integrating Facebook with Canva enhances learning behaviors, improves knowledge comprehension, and strengthens learning motivation, particularly for students with higher interest levels.