Barabadi, Seyed Abolghasem, Shams, Ali, Wise, Nicholas (2022). Social network sites impact on learning: Extending the TAM3 Model to Assess Academic Performance in Higher Education. , 24(5), 1073-1086.
Seyed Abolghasem Barabadi; Ali Shams; Nicholas Wise. "Social network sites impact on learning: Extending the TAM3 Model to Assess Academic Performance in Higher Education". , 24, 5, 2022, 1073-1086.
Barabadi, Seyed Abolghasem, Shams, Ali, Wise, Nicholas (2022). 'Social network sites impact on learning: Extending the TAM3 Model to Assess Academic Performance in Higher Education', , 24(5), pp. 1073-1086.
Barabadi, Seyed Abolghasem, Shams, Ali, Wise, Nicholas Social network sites impact on learning: Extending the TAM3 Model to Assess Academic Performance in Higher Education. , 2022; 24(5): 1073-1086.

Social network sites impact on learning: Extending the TAM3 Model to Assess Academic Performance in Higher Education

Journal of Agricultural Science and Technology
Article 6, Volume 24, Issue 5, 2022, Pages 1073-1086    PDF (617.29 K)
Document Type: Original Research
Authors
Seyed Abolghasem Barabadi1; Ali Shams* 2; Nicholas Wise3
1Department of Agricultural Extension and Education, Faculty of Agriculture and Natural Resources, Saravan Higher Education Complex, Saravan, Islamic Republic Iran.
2Department of Agricultural Extension, Communication and Rural Development, Faculty of Agriculture, University of Zanjan, Zanjan, Islamic Republic Iran.
3School of Community Resources and Development, Arizona State University, Arizona, USA.
Abstract
Examining the capabilities of social network sites in teaching and learning can be useful in higher education and can help improve students’ performance. This study investigated the factors affecting acceptance and educational use of social network sites and the effect of this use on academic performance by using the Technology Acceptance Model3. Four hundred agricultural students participated in the study survey, and data were analyzed through Structural Equation Modelling. Results show that the subjective norm, image, job relevance, and output quality were the predictors of perceived usefulness. Self-efficacy, anxiety, playfulness, and perceived enjoyment were also predictors of perceived ease of use. Findings suggest that perceived usefulness and perceived ease of use had significant effects on behavioural intention to use, and this last variable had a significant effect on actual use. Educational use of social network sites also had a strong positive impact on academic performance.
Keywords
Keywords: Behavioural intention; Structural Equation Modelling; Technology Acceptance Model3
References
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