Abstract 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.

中文翻译：

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使用基于 Facebook 的电子书方法探索学生学习的行为模式

摘要 利用 Facebook 等社交网站的某些功能丰富电子书系统有可能影响学生的学习过程。在这项研究中，我们调查了学生使用基于 Facebook 的电子书方法学习的行为模式。进行了一项实验，其中从学生的日志中收集数据，然后采用滞后顺序分析来探索他们在学习过程中的行为模式。实验结果确定了显着的行为学习序列，并表明行为：喜欢、评论和与同龄人分享帖子是高参与度和低参与度学生之间最显着的差异。这些发现不仅可以帮助学生达到更高的参与度，