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

Social media utilization at the student-level has become more prevalent contemporary higher education. Hence, this study is aimed at developing a specific model, along with the behavioral intention to use, to explore educational quality, actual social media use, and task-technology fit that affects student satisfaction and performance impact through examining the synergies of constructivism, user acceptance and usage of information technology, and technology acceptance. To test, a survey was administered to 430 students across five Malaysian universities. Through structural equation modeling, findings indicate that to improve student satisfaction and student performance through embedded social media, students need to have opportunities to collaborate on learning, have easy access to social media, perceive such use to be easy, and have aligned expectation on performance and effort. Interestingly, the actual social media use, was the only variable in the model that did not predict student satisfaction, despite its role in predicting student performance. The study highlights that constructivist learning, as well as task-technology fit over social media, enhances the students' learning experience and enables knowledge sharing and dissemination. The effect of using social media on student satisfaction and academic performance highlights that all students think that it is adequate for their instructors to improve their usage of social media tools. Therefore, we advocate learners and students employing social media for academic purposes with the help of lecturers at higher teaching organizations and institutions.

Integrating the Role of UTAUT and TTF Model to Evaluate Social Media Use for Teaching and Learning in Higher Education.

Investigation of task-technology fit and intention to use social media tools needs to focus specifically on higher education for teaching and learning, and its impact on students' academic performance. This article aims to develop a model that would identify essential aspects that are predicted to continue to play a large role in TTF for learning in BI, which could be used to improve academic performance in higher education. The purpose of this study was to investigate the characteristics and aspects of SM and the relationship between their use in the TTF and UTAUT theory to determine how they affect research students' satisfaction and AP in HE institutions. Data for the unified theory of acceptance and use of technology (UTAUT) and task-technology fit (TTF) theories were collected using a questionnaire survey. This research hypothesizes that behavioral intention to utilize social media and task-technology fit for learning will influence social characteristics, technology characteristics, performance expectancy, and effort expectancy, all of which will improve academic performance. As a test bed for this research, a structural equation model (SEM) was constructed examining the relationships between factors that affect students' academic performance. A stratified random sample strategy was used to disseminate the main tool of data collection, a questionnaire, to 383 students. A quantitative method was used to examine the results. The obtained outcomes showed that there was a correlation among social characteristics, technological characteristics, behavioral intention to use social media, and task-technology fit for academic performance, which aided student performance and results. The study indicates that PEX and EEX also demonstrated a strong relation to task-technology fit and behavioral intent to use social media for academic purposes, both of which positively impacted academic performance. As a result, the study found that behavioral intention to utilize and task-technology-fit social media promote students' active learning and enable them to discuss and exchange knowledge and information more efficiently. In conclusion, we encourage students to use social media for educational purposes in their studies and teaching through lectures in HE institutions.