Social media use in higher education: Building a structural equation model for student satisfaction and performance

Al-Rahmi, Ali Mugahed; Shamsuddin, Alina; Wahab, Eta; Al-Rahmi, Waleed Mugahed; Alyoussef, Ibrahim Yaussef; Crawford, Joseph

doi:10.3389/fpubh.2022.1003007

Cited by 34 publications

(30 citation statements)

References 113 publications

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“…The findings of the present study are consistent with prior research that has focused on undergraduate students, demonstrating that perceived ease of use plays a central role in moulding these individuals' attitudes towards social media usage (Al-Rahmi et al ., 2022a, b; Yuan et al ., 2021; Cheta and Yinka, 2016). Within this framework, it has been demonstrated that perceived ease of use exerts a positive impact on behavioral intention to engage with social media among individuals who are pursuing higher education (Dumpit and Fernandez, 2017; Siddhartha et al ., 2020; Cheta and Yinka, 2016).…”

Section: Discussionsupporting

confidence: 91%

“…This research makes a significant contribution to comprehending the prevalent determinants of PEOU and PU of social media in learning through digital technology in higher education settings. The contribution of undergraduate social media use is crucial, as PEOU and PU positively impacted academic performance in past studies (Al-Rahmi et al ., 2022a, b). The findings contribute to the gap in digital learning in higher education that reflects on the dual effect of social media, positive impact that looks at facilitating academic endeavors or negative impact that leads to maladaptive usage of social media.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring determinants of social media addiction in higher education through the integrated lenses of technology acceptance model (TAM) and usage habit

Paiman

Fauzi

2023

JARHE

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PurposeThis research aims to build on the pre-existing corpus of literature through the integration of the technology acceptance model (TAM) and usage habit to more accurately capture the determinants associated with social media addiction among university students. This study seeks to delineate how usage habit and TAM may be used as predictors for addiction potential, as well as provide greater insight into current trends in social media usage across this population demographic.Design/methodology/approachA cross-sectional research design was employed to investigate the determinants of social media addiction among university students in Malaysia at the onset of their tertiary education. A self-administered survey, adapted from prior studies, was administered to a sample of 217 respondents. The hypotheses on social media addiction were subsequently tested using a partial least squares structural equation modeling (PLS-SEM) approach.FindingsUsage habit was found to be a direct and strong predictor of this type of addiction, as well as all TAM variables considered in the research. Additionally, by integrating TAM with usage habit, the study revealed a comprehensive and multi-faceted understanding of social media addiction, providing an important insight into its complexity in the Malaysian context. Although several other factors have been identified as potential contributors to social media reliance and addictive behavior, it appears that usage habit is paramount in driving these addictive tendencies among university students.Research limitations/implicationsThis expanded model holds significant implications for the development of interventions and policies that aim to mitigate the adverse effects of social media addiction on students' educational and psychological well-being. The study illustrates the applicability of the TAM in examining addictive behaviors within emerging contexts such as the Malaysian higher education sector, thus contributing to the extant literature on the subject.Practical implicationsThe integrated TAM and habit model is an effective predictor of social media addiction among young adults in developing countries like Malaysia. This highlights the importance of actively monitoring and controlling users' interactions with technology and media platforms, while promoting responsible usage habits. Educators can use these findings to create tailored educational programs to educate students on how to use technology responsibly and reduce their risk of becoming addicted to social media.Originality/valueThis study provides a unique perspective on social media addiction among university students. The combination of TAM and usage habit has the potential to shed significant light on how variables such as perceived usefulness (PU) and perceived ease of use (PEOU) may be associated with addictive behaviors. Additionally, by considering usage habit as an explanatory factor, this research offers a novel approach to understanding how addictions form over time.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Exploring determinants of social media addiction in higher education through the integrated lenses of technology acceptance model (TAM) and usage habit

Paiman

Fauzi

2023

JARHE

View full text Add to dashboard Cite

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“…Therefore, it is clear that the various technologies and e-learning systems employed at universities are related to the degree of performance and ongoing purpose to use elearning systems, either directly or indirectly [7]. According to research on the possibility of improving teaching and learning results by [23] and [25], an e-learning system should be developed using a variety of constructs to manage student learning and a persistent intention to employ e-learning for teaching outcomes.…”

Section: Task-technology Fit (Ttf)mentioning

confidence: 99%

Essential Factors to Improve Student Performance Using an E-Learning Model: Review Study

Tawafak

Alyoussef

Al-Rahmi

2023

Int. J. Interact. Mob. Technol.

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The e-learning system is one of the most common methods for improving student performance and the ongoing goal of using e-learning in higher education. The most popular kind of e-learning system is a big one that is used at the college level, including Moodle, MOOCs, and e-learning systems. A rigorous review of various e-learning tools that can be used to raise students' performance is presented in this paper. Based on a survey of the literature, a comparison was established between the key elements employed in e-learning. The method used was to extract the common elements used in more than one popular model, then to connect these factors to e-learning. In order to create a better model with full element constraints, this paper also includes extracting causal links between these aspects. The analysis's finding is that the most recent models accepted for use in raising student performance are TAM2, TAM3, and ECT. This study reveals the framework used to highlights the easy and popular factors according to the updated related studies.

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“…According to a number of study findings ( Al-Rahmi et al, 2015b ; Hong et al, 2017 ), user satisfaction is favorably correlated with the intention to reuse e-learning systems and MOOCs. In order to determine whether or not users would continue to utilize the e-learning system, Al-Rahmi et al, (2015c , d , 2022a ) investigated key parameters. According to their findings, user perceptions in terms of content and user interface are positively correlated with users’ intentions to continue using the product.…”

Section: Hypotheses Developmentmentioning

confidence: 99%

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

Alturki

Aldraiweesh

2023

Front. Psychol.

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The purpose of this study was to examine the relationships between users’ satisfaction with actual use of massive open online courses (MOOCs) and intrinsically motivated, task-technology fit, attitudes toward using MOOCs, and behavioral intention to use MOOCs. As the primary technique for data collection, a survey questionnaire on self-determination theory (SDT) as well as task-technology fit (TTF) was distributed to a total of 228 students. The results of the users’ (TTF) to attitude toward using MOOCs and their behavioral intention to use MOOCs had a positive impact on their satisfaction and actual use of MOOCs in higher education institutes. However, the users’ perceived autonomy was not entirely satisfied, based on the results of their intrinsic motivation for the actual use of learning courses. Similarly, technology characteristics were insignificant with TTF for the actual use of MOOCs in academic institutions. Additionally, mediation studies showed that the correlations between independent factors on the one hand and users’ satisfaction with their actual use of MOOCs on the other were significantly mediated by intrinsic motivation, TTF attitude, and behavioral intention to use. Finally, practical ramifications were examined, and recommendations were made with regards to the direction of future studies.

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Social media use in higher education: Building a structural equation model for student satisfaction and performance

Cited by 34 publications

References 113 publications

Exploring determinants of social media addiction in higher education through the integrated lenses of technology acceptance model (TAM) and usage habit

Exploring determinants of social media addiction in higher education through the integrated lenses of technology acceptance model (TAM) and usage habit

Essential Factors to Improve Student Performance Using an E-Learning Model: Review Study

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

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