Leisure Experience Tagged on Facebook: The Influence of Facebook Experiences on Satisfaction

Müge Akyıldız, Metin Argan
3.371 757

Abstract


The purpose of this study is to describe the dimensions of the e-leisure experience on Facebook and the effects of these dimensions on leisure satisfaction. The results showed that constructs related to Facebook experiences could be conceptualized and measured as a four-dimensional construct comprising escape, socialization, entertainment, and learning experiences. Confirmatory factor analysis (CFA) revealed that constructs are having acceptable reliability and validity scores. Despite the negative effects surrounding social networking sites, this study found that students are using Facebook appropriately for different experiences. When all e-leisure experiences are evaluated together, socialization and entertainment come to the fore. It is also revealed that all e-leisure experiences related Facebook have positive associations with leisure satisfaction. While socialization, learning and entertainment experiences have direct positive effects on leisure satisfaction, escape experience has an indirect positive effect on leisure satisfaction mediated by socialization. This result highlights the importance of socialization, entertainment, and learning experiences, which play a key role in building leisure satisfaction.


Keywords


E-leisure, leisure experience, Facebook, leisure satisfaction

Full Text:

PDF

References


Akyıldız, M., Argan, M. (2011a). Using online social networking: Students’ purposes of Facebook usage at the University of Turkey, Journal of Technology Research, 3: 1–11.

Akyıldız, M., Argan, M. (2011b). Using online social networking: Students’ Purposes of Facebook usage at the university of Turkey, Academic and Business Research Institute (AABRI) Conference, LasVegas, 6-8th October, Proceedings-Management/Marketing, LV11094 http://www.aabri.com/LV11Manuscripts/LV11094.pdf

Akyıldız, M., Argan, M. (2012). Boş zamanlarda sanal bir deneyim aracı olarak Facebook, 1. Rekreasyon Araştırmaları Kongresi, 12-15th April, Antalya-Kemer, Turkey.

Argan, M., Sevil, G., Yalama, A. (2014). The effect of word-of-mouth communication on stock holdings and trades: Empirical evidence from an emerging market, Journal of Behavioral Finance, 15 (2): 89–98.

Bagozzi, R.P., Yi, Y. (1988). On the evaluation of structural equations models, Journal of the Academy of Marketing Science, 16 (1): 74–94.

Beard, J.G., Ragheb, M.G. (1980). Measuring leisure satisfaction, Journal of Leisure Research, 12: 20–33.

Bigné, J.E., Andreu, L., Gnoth, J. (2005). The theme park experience: An analysis of pleasure, arousal and satisfaction, Tourism Management, 26: 833–844.

Boling, R., Burns, M., Dick, G. (2011). Social networking and small business: An exploratory study, Academic and Business Research Institute (AABRI) International Conference, March 24- 26th, Nashville, USA.

Bosch, T.E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town, Communicatio: South African Journal of Communication Theory and Research, 35 (2): 185–200.

Bove, L.L., Johnson, L.W. (2006). Customer Loyalty to one service worker: Should it be discouraged, International Journal of Research in Marketing, 23: 79–91.

Browne, M.W., Cudeck, R. (1993). Alternative ways of assessing model fit, In K. A. Bollen, J.S. Long (Eds.). Testing structural equation models. Beverly Hills: Sage.

Calvi, L., Cassella, M., Nuijten, K. (2010). Enhancing users’ experience: A content analysis of 12 university libraries Facebook profiles, In ELPUB 2010 International Conference on Electronic Publishing, 16-18th June, Helsinki (Iceland), pp. 258-269, https://helda.helsinki.fi/bitstream/handle/10227/599/18calvi_cassella_nuijten.pdf?sequence= 56 (07.10.2011).

Cheung, C.M.K., Chiu, P.Y., Lee, M.K.O. (2010). Online social networks: Why do students use Facebook, Computers in Human Behavior, 27: 1337–1343.

Chin, W.W. (1998). Commentary: issues and option on structural equation modeling, MIS Quarterly, 20 (1): 7–16.

Chiu, C.M., Wang, E.T.G. (2008). Understanding Web-based learning continuance intention: The role of subjective task values, Information & Management, 45: 194–201.

Curran, P.J., West, S.G., Finch, .F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis, Psychological Methods, 1: 16–29.

Dba, J.P., Karl, K. (2008). Social networking profiles: An examination of student attitudes regarding use and appropriateness of content, CyberPsychology and Behavior, 11 (1): 95–97.

DeAndrea, D.C., Ellison, N.B., LaRose, R., Steinfield, C., Fiore, A. (2012). Serious social media: On the use of social media for improving students’ adjustment, Internet and Higher Education, 15: 15–23.

Dogruer, N., Menevis, I., Eyyam, R. (2011). What is the motivation for using Facebook, Procedia Social and Behavioral Sciences, 15: 2642–2646.

Ellison, N.E., Steinfield, C., Lampe, C. (2007). The benefits of Facebook friends: Social capital and college students’ use of online social network sites, Journal of Computer-Mediated Communication, 12: 1143-1168.

Erdoğmuş, F. (2009). Conceptualizing online environments as third places: An analysis on Second Life and Facebook, Master Thesis, Boğaziçi Üniversitesi, Atatürk İlkeleri ve İnkılap Tarihi Enstitüsü.

Ergenç, A. (2011). Web 2.0 ve sanal sosyalleşme: Facebook örneği, Master Thesis, Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, Halkla İlişkiler ve Tanıtım Anabilim Dalı, Pazarlama