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The study’s main purpose was to discover the important factors that impact university students’ online learning and academic performance during the COVID-19 epidemic, as well as their usage of social media throughout the pandemic. Constructivism theory was used and developed with constructs mostly linked to leveraging social media for collaborative learning and student interaction during the COVID-19 pandemic, given the context-dependent nature of online learning during the epidemic. During the COVID-19 epidemic, additional components such as collaborative learning, student participation, and online learning were implemented. The enlarged model, which assesses students’ happiness and academic performance during the COVID-19 epidemic in connection to social media use, was validated using empirical data collected via an online survey questionnaire from 480 Saudi Arabian higher education students. AMOS-SEM was used to analyze the model’s various assumptions (Analysis of Moment Structures-Structural Equation Modeling). The findings revealed that (1) using social media for collaborative learning and students’ engagement has a direct positive impact on students’ interactivity with peers and teachers; (2) students’ interactivity with peers and teachers has a direct positive impact on online learning during the COVID-19 pandemic; (3) online learning during the COVID-19 pandemic mediates the relationship between students’ interactivity and satisfaction; (4) online learning during the COVID-19 pandemic mediates the relationship between students’ interactivity and satisfaction. Students, higher education institutions, and educational technology application suppliers would benefit greatly from the conclusions of this study, both theoretically and practically.

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The study’s major goal was to figure out what factors impact university students’ behavior and intentions to use social media to boost their academic performance during the COVID-19 Pandemic. Given the context-dependent nature of online learning, the Technology Acceptance Model (TAM) was adopted and supplemented with components largely relevant to harnessing social media for collaborative learning and engagement. Collaborative learning, student participation, and a social media mindset are just a few of the new features. The enlarged model was validated using empirical data from an online survey questionnaire filled by a sample of 409 Saudi Arabia higher education students, which assesses students’ social media usage intentions and academic performance during the COVID-19 Pandemic. AMOS-SEM was used to analyze the model’s various assumptions (Analysis of Moment Structures- Structural Equation Modeling). The findings revealed that: (1) utilizing social media for collaborative learning and student engagement has a direct positive impact on perceived usefulness, ease of use, and enjoyment; (2) perceived usefulness, ease of use, and enjoyment has a direct positive impact on attitude to use social media; and (3) the link between TAM characteristics “usefulness, ease of use, and pleasure” and behavior intention to use social media is mediated by attitude to use social media. (4) Students’ attitudes and behavior intentions on social media have a direct positive influence on their academic performance during the COVID-19 Pandemic. Academics, higher education institutions, and educational technology application providers will benefit greatly from the conclusions of this study, both theoretically and practically.

The purpose of this study was to investigate the factors that influence the use of e-learning among students in higher education during the Corona Virus disease, during the 2019 season (COVID-19). A poll of 395 students from the student’s university was used to conduct the research. The study’s theoretical foundation was an expanded Technology Acceptance Model (TAM), which included task-technology fit and students’ engagement, as well as external elements such as experience (EXP), technology anxiety (TEA), and facilitating conditions (FC). The suggested model was tested and evaluated using SEM-PLS. The investigation demonstrated that the suggested TAM-based scale effectively describes factors impacting students’ use of E-learning during the pandemic. According to the findings, students’ engagement (SEN), EXP, TEA, and FC have a favorable impact on task–technology fit (TTF) and perceived ease of use (PEOU), resulting in a good impact on TTF and usage of an e-learning system for educational sustainability (EA). Finally, the TTF fit and convenience of use of eLearning in education have a positive impact on the behavioral intention to use an e-learning system for educational sustainability and the adoption process. As a result, higher education institutions should use eLearning as a sustainability learning strategy.