Integrating Communication and Task–Technology Fit Theories: The Adoption of Digital Media in Learning

Abstract

In order to eliminate discrepancies between the literature on the use of digital media for education and its effects on students’ academic achievement in higher education institutions, this article aims to develop a model that would identify essential aspects that are predicted to continue to play a large role in TTF and CT for learning, which could be used to improve academic performance in higher education. The purpose of this study was to investigate the characteristics and aspects of digital media and the relationship between their use in the TTF and CT theories to determine how they affect research students’ satisfaction and AP in HE institutions. Data for the TTF and CT theories were collected using a questionnaire survey. A questionnaire survey was the primary method of data collection. A total of 1330 students who were acquainted with digital media participated in the data collection survey from Universiti Kebangsaan Malaysia. To assess the findings, quantitative structural equation modeling was used. Technological, task, and social characteristics were found to have a substantial association with TTF for using digital media sites for academic purposes, which had a favorable impact on satisfaction and educational achievement. Similar to this, a significant relationship between online communication, reasons for communicating, communication self-efficacy, and attitude toward using features with TC was found to exist for utilizing digital media sites for educational purposes that positively impacted satisfaction as well as academic performance. The study concludes that TTF and CT concepts for using digital media enhance students’ active learning and give them the ability to effectively exchange knowledge, data, and discussions. In order to further their educational objectives, we advise students to make use of digital media platforms. Additionally, educators in higher education institutions need to be convinced to use digital media platforms in their lessons.

Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

“…Additionally, UTAUT has been used to compare technology adoption between different cultures and countries. The model's ability to incorporate multiple factors influencing technology adoption has made it a valuable tool for understanding user behaviour [40][41][42]. These models have been widely used in various contexts and validated by several studies.…”

“…These models have been widely used in various contexts and validated by several studies. Organisations can use these models to design and implement technology that is more likely to be accepted and used by users [4,[42][43][44][45][46].…”

“…It surpasses other comparable models in explaining technology acceptance and offers a comprehensive framework derived from eight theories in social psychology and sociology [44]. Its effectiveness in predicting user acceptance of IT in diverse contexts and its relatively recent emergence further contribute to its relevance and applicability [4,42]. The UTAUT model's four primary constructs-performance expectancy, effort expectancy, social influence, and facilitating conditions-along with its moderators, such as gender, age, experience, and voluntariness of use, play a crucial role in understanding behavioural intention and use behaviour [47].…”

“…PE refers to a teacher's belief that utilising a specific technology will improve their performance. In the context of mobile learning and training acceptance, studies have shown that PE significantly influences individuals' acceptance of mobile learning and training [24,42]. For instance, research by Hossain et al (2021) found that PE positively affected the intention to use mobile learning among university students [48].…”

“…For instance, research by Hossain et al (2021) found that PE positively affected the intention to use mobile learning among university students [48]. PE allows the teachers to carry out the CPD activities to enhance their performance in terms of knowledge and skills and bring positive change in their behaviour [42,45,[49][50][51][52].…”