Task-Technology Fit Model: The Factors Affecting Students' Academic Performance in Higher Education

Al-Rahmi, Ali Mugahed; Shamsuddin, Alina; Alismaiel, Omar A.

doi:10.13189/ujer.2020.081249

Cited by 21 publications

(26 citation statements)

References 61 publications

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“…The significance of social influence in the field of e-learning has been examined by previous researchers. The results of this research therefore confirm previous relationships between factors [9,89,90]. Finally, the study's findings strongly support the student satisfaction variable, which confirms hypothesis fourteen, indicating that student satisfaction has a positive impact on e-learning usage as sustainability in education and student academic performance.…”

Section: Discussionsupporting

confidence: 85%

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Alyoussef¹

2021

Sustainability

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The aim of this study was to fill the gap in the literature on e-learning acceptance and its role in the sustainability of learning and the role of task-technology fit (TTF), which influences student satisfaction and academic performance. While researchers have examined e-learning acceptance in a variety of contexts, the role of TTF as a mediating variable in measuring education sustainability has not been explored using the technology acceptance model (TAM). As a result, the goal of this study was to develop a new paradigm by combining two theories: TFF and the TAM. In total, 432 students and researchers from public universities participated in this study. We surveyed students using the structural equation modelling (SEM) approach to learn about their expectations with regard to e-learning adoption. According to the findings, perceived ease of use has a positive impact on perceived enjoyment and usefulness, which in turn has a positive impact on task–technology fit and e-learning use in higher education, resulting in a positive impact on student satisfaction and academic performance as well as sustainability. Finally, the role of task-technology fit and e-learning usage in education sustainability had a positive effect on student satisfaction and learning performance. As a result, the use of e-learning in learning processes should be encouraged as a long-term strategy in higher education institutions.

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Section: Discussionsupporting

confidence: 85%

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Alyoussef¹

2021

Sustainability

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“…Prior studies support these study findings on the significant positive effects of perceived usefulness, perceived ease of use, perceived technology fit, information quality, system quality, behavioral intention to utilize social media, and actual social media use. It can thus be inferred that before students decide to use social media, they evaluate its ability to meet their study requirements and its relevance towards their education [14,35,37,45,50,73]. Through the analysis of behavioral intention and the actual social media use, the study's results suggest that social media could support students' learning activities.…”

Section: Discussionmentioning

confidence: 95%

“…The notion of using social media platforms academically in a way that involves students has expanded the scope of these platforms. Thus, considering the benefits and effects of such technological implementations, the system quality investigates the effect of the relationship or overall quality (quality of service, system, and information) on behavioral intention and actual social media use, and how these influence satisfaction and performance [48][49][50]. The system quality is now broadly utilized to measure success in technical efforts [51].…”

Section: System Qualitymentioning

confidence: 99%

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

et al. 2021

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The current study explores the students’ behavioral intention to use social media and actual social media use in higher education, specifically the perception of their academic performance and satisfaction. The study is theoretically based on the technology acceptance model (TAM) with evaluation information system success models (ISSM). Theoretically, five independent constructs were identified as contributory to behavioral intention to use social media, and actual social media use towards the students’ satisfaction and performance impact was analyzed. A questionnaire survey based on the technology acceptance model (TAM) and information system success model (ISSM) was utilized as the key method for collecting data and disseminated to 1200 students from four public universities of Malaysia chosen through a random sampling technique. For data analysis, the SPSS and structural equation modeling (SEM-Amos) were used. Outcomes obtained from the students’ behavioral intention to use and actual social media usage indicates a positive and constructive influence on satisfaction and academic performance in higher education. In addition, both male and female students were satisfied with perceived usefulness (β = 0.095, t-value = 3.325, p < 0.001 and β = −0.045, t-value = −2.079, p < 0.001, respectively), perceived ease of use (β = 0.108, t-value = 3.29, p < 0.001 and β = 0.307, t-value = 12.365, p < 0.001, respectively), perceived technology fit (β = 0.14, t-value = 4.769, p < 0.001 and β = 0.277, t-value = 12.358, p < 0.001, respectively), information quality (β = 0.108, t-value = 3.825, p < 0.001 and β = 0.109, t-value = 5.087, p < 0.001, respectively), and system quality (β = 0.232, t-value = 7.573, p < 0.001 and β = 0.176, t-value = 7.429, p < 0.001, respectively). Therefore, we encourage students to use social media for educational purposes and encourage more interactions with peers at higher education institutions. The study’s empirical findings present strong support for the integrative association between the TAM and the ISSM in using online learning platforms to improve students’ academic achievements and satisfaction. This could help decision makers in universities, higher education institutions, and colleges to plan, evaluate, and implement online learning platforms in their institutions.

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“…Therefore, task-technology fit is significant to explore M-learning acceptance from combining different views to the fit based on technology. The task technology fit may be assessed considering the individual's satisfaction level with the extent to which a system's operational activities meet his/her task needs [61][62][63]. The tasktechnology fit entails the association between task requirements, individual abilities and the functionality of the mobile technology system [64].…”

Section: Ttfmentioning

confidence: 99%

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Al-Rahmi

Alturki

et al. 2021

Sustainability

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Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

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Task-Technology Fit Model: The Factors Affecting Students' Academic Performance in Higher Education

Cited by 21 publications

References 61 publications

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

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