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

Al-Rahmi, Ali Mugahed; Shamsuddin, Alina; Alturki, Uthman; Aldraiweesh, Ahmed; Yusof, Farahwahida Mohd; Al-Rahmi, Waleed Mugahed; Aljeraiwi, Abdulmajeed A.

doi:10.3390/su13147770

Cited by 73 publications

(54 citation statements)

References 84 publications

(165 reference statements)

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“…The information quality will be affected by such types of improvement, leading to a positive and significant impact on students' perception. The current result is in agreement with previous studies that stated that information quality is considered significant if it satisfies users' needs [116][117][118]. Both the system quality and information quality of online learning platforms have a significant effect on the intention to use an online learning platform.…”

Section: Discussion Of the Resultssupporting

confidence: 92%

The Effectiveness of Online Platforms after the Pandemic: Will Face-to-Face Classes Affect Students’ Perception of Their Behavioural Intention (BIU) to Use Online Platforms?

et al. 2021

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The purpose of this study is to investigate students’ intention to continue using online learning platforms during face-to-face traditional classes in a way that is parallel to their usage during online virtual classes (during the pandemic). This investigation of students’ intention is based on a conceptual model that uses newly used external factors in addition to the technology acceptance model (TAM) contrasts; hence, it takes into consideration users’ satisfaction, the external factor of information richness (IR) and the quality of the educational system and information disseminated. The participants were 768 university students who have experienced the teaching environments of both traditional face-to-face classes and online classes during the pandemic. A structural equation modelling (SEM) test was conducted to analyse the independent variables, including the users’ situation awareness (SA), perceived ease of use, perceived usefulness, satisfaction, IR, education system quality and information quality. An online questionnaire was used to explore students’ perceptions of their intention to use online platforms accessibly in a face-to-face learning environment. The results showed that (a) students prefer online platforms that have a higher level of content richness, to be able to implement the three dimensions of users’ situation awareness (perception, comprehension and projection); (b) there were significant effects of TAM constructs on students’ satisfaction and acceptance; (c) students are in favour of using a learning platform that is characterised by a high level of educational system quality and information quality and (d) students with a higher level of satisfaction have a more positive attitude in their willingness to use the online learning system.

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Section: Discussion Of the Resultssupporting

confidence: 92%

The Effectiveness of Online Platforms after the Pandemic: Will Face-to-Face Classes Affect Students’ Perception of Their Behavioural Intention (BIU) to Use Online Platforms?

et al. 2021

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“…The PEU and PU of ICT impact students' attitudes toward technology, as well as their intents to utilize it for digital learning. The findings contribute significantly to the TAM in terms of educational sustainability and the use of ICT for digital learning [21,36,49,51,52,55]. As ICT becomes more commonly utilized as an educational medium, many of the strategies employed in the learning process for both instructors and students are rising and will undoubtedly continue to increase [56].…”

Section: Discussion and Consequencesmentioning

confidence: 99%

Factors Influencing University Students’ Adoption of Digital Learning Technology in Teaching and Learning

et al. 2022

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Education and learning have been significantly impacted by ICT. The purpose of this project is to create a new model and conduct confirmatory factor analysis in order to better understand how students utilize ICT in the classroom. An additional aim is to study, based on students’ attitudes and aspirations to utilize ICT for digital learning, their fundamental computer abilities, media-related skills, WBS, and adoption of digital learning technologies, by surveying students at Bisha University and King Faisal University. Structural equations modeling (SEM)-AMOS was used to survey 711 university students, and this study used an improved version of the Technology Acceptance Paradigm (TAM) approach as its research paradigm, as well as quantitative data collection and analytic methodologies. Students’ comments were divided into seven categories and analyzed to identify their attitudes toward and intentions for using ICT in learning environments. BCS, media-related abilities, and WBS all had a substantial influence on perceived usefulness and perceived ease of use, according to the research. This model, which was based on research, was successful in describing students’ attitudes and intentions about using ICT for digital learning.

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“…Therefore, acceptance of M-learning by combining various technology-based fitness approaches is important in order to create tailored tasks. The degree of TTF can evaluate how well an operating system matches the satisfaction level of the individual [51,54]. TTF involves the association of task needs, individual skills, and functions of the mobile technology system [55].…”

Section: Task-technology-fit (Ttf)mentioning

confidence: 99%

Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education

Alturki

Aldraiweesh

2022

Sustainability

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Mobile learning (M-learning) has become a significant component of higher education technology. Moreover, M-learning allows students to study, collaborate, and exchange ideas while using the internet and technology. Furthermore, an acceptance of M-learning is necessary for students and educators when it comes to using M-learning systems. However, in Saudi Arabia, not enough studies have been conducted to address students’ perceptions of their actual use of mobile learning for the purpose of education during the COVID-19 pandemic. Therefore, the current research aims to examine students’ satisfaction with their behavioral intention to use mobile learning, as well as their perceptions of their actual use of mobile learning during the COVID-19 pandemic in higher education. The research is based on the Technology Acceptance Model (TAM). The satisfaction and behavioral intentions of students to utilize mobile learning to make real use of mobile education was measured using four separate variables. A TAM survey was used to collect the majority of the data, with questionnaires being randomly distributed to 300 students from King Saud University. SPSS and Smart-PLS3.3.3 were used to analyze the data. The results in terms of the students’ satisfaction and behavior in using M-learning show that M-learning has a good and constructive influence on the actual usage of M-learning during the COVID-19 pandemic in higher education. As a result, we encourage students to use M-learning in their classrooms and to collaborate with their peers at higher education institutions. The study’s empirical findings aid in the integration of the TAM model in order to increase students’ M-learning performance.

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

Cited by 73 publications

References 84 publications

The Effectiveness of Online Platforms after the Pandemic: Will Face-to-Face Classes Affect Students’ Perception of Their Behavioural Intention (BIU) to Use Online Platforms?

The Effectiveness of Online Platforms after the Pandemic: Will Face-to-Face Classes Affect Students’ Perception of Their Behavioural Intention (BIU) to Use Online Platforms?

Factors Influencing University Students’ Adoption of Digital Learning Technology in Teaching and Learning

Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education

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