The current empirical study examines relationships between network measures and learning performance from a social network analysis perspective. We collected computerized, networking data to analyze how 401 junior high students connected to classroom peers using text- and video-based material on iPads. Following a period of computerized interaction, learning assessments were taken at individual or group consensus levels. Social network analysis suggested highly connected students became information sources with higher individual assessment achievements. Students receiving information from central sources exhibited higher achievements in group consensus treatments. Students acting as bridges between others on the network regulated themselves better and achieved higher academic outcomes. However, a subset of students were motivated by social interaction rather than learning task. This finding, consistent with general social networking research, cautions educators to ensure socializing does not override learning objectives when using classroom social networking.