Evaluating technology resistance and technology satisfaction on students' performance

Abstract

PurposeUsing the extended task‐technology fit (TTF) model, this paper aims to examine technology resistance, technology satisfaction and internet usage on students' performance.Design/methodology/approachThe study was conducted at Universiti Teknologi MARA, Johor, Malaysia and questionnaires were distributed to 354 undergraduate students.FindingsThe structural equation modelling (SEM) results indicate that technology satisfaction and the internet usage significantly explains the variance on students' performance. Task‐technology fit is not a predictor of technology resistance but it does predict the internet usage. The internet usage has greater impact on technology satisfaction than technology satisfaction on the internet usage. Finally, technology resistance is not a predictor of students' performance.Research limitations/implicationsThe study focuses only on education in Malaysia and concentrates only on the students' performance and the relationship between technology resistance, technology satisfaction and the internet usage.Practical implicationsThe results provide insights on how Malaysian education systems of a similar structure could improve upon their internet adoption.Originality/valueThis study is perhaps one of the first to address internet adoption in education using an extended task‐technology fit model (task‐technology fit, internet usage, technology resistance, technology satisfaction) to investigate their influences on students' performance.

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“…It is the degree to which user believes that it would be free of efforts by using a particular system [13]. There is lots of research which provides evidence of the significant effect of ease of use on intention to use [13,21,23,26,34]. Among the potential adopters of software, PEU has a positive effect on intention to adopt [21].…”

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“…Task interdependence explains the degree of interconnectivity amongst tasks and organizational units (Goodhue & Thompson, 1995), given that interconnectedness between jobs/activities explains that task's successes depend largely on the performance of intra and inter units/divisions supportive tasks (Norzaidi & Salwani, 2009;D'Ambra et al, 2013). When people and tasks are interdependent, people seek real-time exchange of information (Alatawi et al, 2012) and show likelihood to adopt technologies with the capabilities to coordinate, develop effective task performance strategies, clarify task assignments, obtain performance feedback and make informed decisions (Goodhue & Thompson, 1995;Andres & Zmud, 2002).…”

“…When people and tasks are interdependent, people seek real-time exchange of information (Alatawi et al, 2012) and show likelihood to adopt technologies with the capabilities to coordinate, develop effective task performance strategies, clarify task assignments, obtain performance feedback and make informed decisions (Goodhue & Thompson, 1995;Andres & Zmud, 2002). Other scholars found that tasks interdependence motivates the adoption of significant technologies to facilitate task processes more than independent tasks (Kiggundu, 1983;Norzaidi & Salwani, 2009); thus, the effectiveness of hardware and software increases with increasing task interdependence (Shih et al, 2008;Hansen & Kautz, 2004).…”

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“…The link between the development of information technology and job satisfaction is shown by the research results of [20] which stated that the frequency and time of technology use have an impact on user satisfaction in the context of Internet technology in Malaysia. Meanwhile, other studies have found that the frequency and time of technology use can predict user satisfaction [21,22,23].…”