Social media usage and acceptance in higher education: A structural equation model

Abstract

The adoption and use of social media as an educational technology in higher education has been exacerbated during the COVID-19 pandemic. As a result, this study applied the unified theory of usage and acceptance of technology theory and the technology acceptance model as predictors of behavioral intention to use social media and actual social media use. These, as posited by the model, affect the performance impact of social media usage. This study involved a quantitative survey with 312 undergraduate university students in Malaysia. Using structural equation modeling, this study identified that unified theory of usage and acceptance of technology theory and the technology acceptance model influence behavioral intentions to use and actual use of social media, resulting in an improved performance impact. That is, when students see the value in particular technologies, feel their performance (e.g., passing their studies) will be improved by using that technology, offers behavioral nudges toward adoption and use.

Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model

“…Adoption and implementation of new technologies required to develop e-learning in HEIs take time, require training, and require subjective norms and an institutional willingness to accept new technologies. Surprisingly, [ 21 , 22 ] discovered that innovative technologies alone cannot produce the desired academic changes; ongoing human investment in training is also required. According to Ref.…”

Social Media Marketing during COVID-19: Behaviors of Jordanian Users

“…Affecting an assessment chief in such as now emphatically one-sided networks will have a less critical effect on the item. (A. M. Al-Rahmi et al, 2022;Alismaiel et al, 2022).…”

Towards an integrated model: Task-Technology fit in Unified Theory of Acceptance and Use of Technology 2 in education contexts

“…According to Goodhue and Thompson (1995), technology characteristics are posited to have a significant effect on task-technology fit. In a study with 206 Malaysian students to examine the factors affecting academic performance in higher education using the Task-technology Fit model, it was found that technology characteristics have a significant Journal of Applied Learning & Teaching Vol.6 No.1 ( 2023) effect on task-technology fit (Al-Rahmi et al, 2020).…”