Applying task-technology fit to structure and evaluate the utilization of social media platforms in academia

Abstract

The aim of this research was to reduce the dissimilarities in the literature regarding the use of social media platforms (SMPs) for training and its impact on students‟ satisfaction and academic performance in higher education institutions. The main method of data collection for task-technology fit (TTF) was a questionnaire survey. This research hypothesizes that TTF applied to social media platforms for learning will affect technology, task, and social characteristics that in turn improve students‟ satisfaction and students‟ academic performance. The data collection questionnaire was conducted with 351 students familiar with social media platforms. Quantitative structural equation modeling was employed to analyze the results. A significant relationship was found between technology, task, and social features with TTF for utilizing social media platforms for academic purposes that positively affected satisfaction and achievement. Therefore, the study indicates that TTF theory to use social media improve the active learning of students and enable them to efficiently share knowledge, information, and discussions. We recommend that students utilize social media platforms in pursuit of their educational goals. Educators should also be persuaded to incorporate social media platforms into their classes at higher education institutions.