E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Ibrahim Youssef Alyoussef

doi:10.3390/su13116450

Abstract

The aim of this study was to fill the gap in the literature on e-learning acceptance and its role in the sustainability of learning and the role of task-technology fit (TTF), which influences student satisfaction and academic performance. While researchers have examined e-learning acceptance in a variety of contexts, the role of TTF as a mediating variable in measuring education sustainability has not been explored using the technology acceptance model (TAM). As a result, the goal of this study was to develop a new paradigm by combining two theories: TFF and the TAM. In total, 432 students and researchers from public universities participated in this study. We surveyed students using the structural equation modelling (SEM) approach to learn about their expectations with regard to e-learning adoption. According to the findings, perceived ease of use has a positive impact on perceived enjoyment and usefulness, which in turn has a positive impact on task–technology fit and e-learning use in higher education, resulting in a positive impact on student satisfaction and academic performance as well as sustainability. Finally, the role of task-technology fit and e-learning usage in education sustainability had a positive effect on student satisfaction and learning performance. As a result, the use of e-learning in learning processes should be encouraged as a long-term strategy in higher education institutions.

Highlights

The aim of this study was to fill the gap in the literature on e-learning acceptance and its role in the sustainability of learning and the role of task-technology fit (TTF), which influences student satisfaction and academic performance
According to the results, perceived usefulness, perceived ease of use, perceived enjoyment, and social influence are all significant factors affecting the role of technology fit in e-learning use as a way of learning sustainability
The study’s findings may encourage developers of e-learning systems that are used for sustainability learning to understand these factors that influence user satisfaction and academic performance

Summary

Introduction

The aim of this study was to fill the gap in the literature on e-learning acceptance and its role in the sustainability of learning and the role of task-technology fit (TTF), which influences student satisfaction and academic performance. While researchers have examined e-learning acceptance in a variety of contexts, the role of TTF as a mediating variable in measuring education sustainability has not been explored using the technology acceptance model (TAM). According to the findings, perceived ease of use has a positive impact on perceived enjoyment and usefulness, which in turn has a positive impact on task–technology fit and e-learning use in higher education, resulting in a positive impact on student satisfaction and academic performance as well as sustainability. The role of task-technology fit and e-learning usage in education sustainability had a positive effect on student satisfaction and learning performance. In the ongoing global lockdown due to the coronavirus disease of 2019 (COVID-19)

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Conclusion