Abstract
This study aimed to alleviate the gap between the literature regarding the Social Networking Applications (SNAs) use for active collaboration and engagement as sustainability in higher education and task-technology-fit (TTF) and compatibility on their consequence on students' satisfaction and their performance impact its sustainability used in higher education. Although researchers have examined (SNAs) usage within multiple situations, the roles of (TTF) and compatibility as mediating variables have not been investigated through TAM model and constructivism theory on measuring education sustainability. Overall 602 students and researchers took part in this study, which were selected from public university. Using the method of structural equation modeling (SEM), we surveyed to discover the perception of students toward the (SNAs). Based on the results, the (SNAs) use for collaboration and engagement as sustainability in higher education, and TTF and compatibility positively impacted the student's learning performance on measuring education sustainability, and they were found to be completely pleased with the perceived ease of use and perceived usefulness. In conclusion, the role of TTF and compatibility presents positive influences performances related to sustainability for education; and both factors mediates associations among collaboration and engagement as sustainability in higher education, students' satisfaction on (SNAs) usage and students' performance related to sustainability for education. Therefore, their impact should be encouraged in learning processes in higher education institutions.
Highlights
Research community has placed divergent attention toward the implementation of (SNAs) in the curriculum of higher education with respect to teaching and learning purposes on measuring education sustainability. (SNAs) are the platform where students can join and interact under a social environment [1]
The data collected from the survey were analyzed with IBM SPSS, and Structural Equation Modeling (SEM- Amos) was used as the primary statistical technique utilized in two steps; the first step constructed the validity of measurements, discriminant validity of the measures, convergent validity of the measurements, and second step consisted of analysis of the structural model
In the first step of analysis, the respondents were classified according to their demographic data
Summary
Research community has placed divergent attention toward the implementation of (SNAs) in the curriculum of higher education with respect to teaching and learning purposes on measuring education sustainability. (SNAs) are the platform where students can join and interact under a social environment [1]. Process as compared to other levels of education that are more inclined to use traditional approaches This reveals that the (SNAs) technology is yet to become a mainstream technology to be adopted in education. (SNAs) is used by most of the students to keep in contact with their family members [5], this practical attitude establishes better opportunity for them to accept and gain knowledge to utilize (SNAs) in classes and research. Another justification for its use in the higher education is that the (SNAs) has been perceived as having tremendous effects on the educational experience of students. In addition to facilitating their academic transition from college to university level, it affects the performance on measuring education
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