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Unified theory of acceptance and use of technology (UTAUT) Theory: The

Factors Affecting Students' Academic Performance in Higher Education

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PSYCHOLOGY AND EDUCATION (2020) 57(9): 2839-2848 ISSN: 00333077

Unified theory of acceptance and use of technology (UTAUT) Theory: The

Factors Affecting Students’ Academic Performance in Higher Education
Ali Mugahed Al-Rahmi1, Alina Shamsuddin2, Omar A Alismaiel3
1,2
Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Johor
3
College of education, educational technologies, King Faisal University, Alhasa, Saudi Arabia.
1
[email protected]

ABSTRACT
This paper aimed to use social media in higher education and impact on student lives. Apart from enjoyment and academic purposes, many
educational practices and processes have been influenced by social media. “Unified Theory of Acceptance and Use of Technology (UATUT)”
was used in this research study to authenticate the application to a new environment, for academic performance. This paper has highlighted the
use of social media in higher education, Moreover, illustrating to add of factors. In addition, through a literature review of related articles, our
goal is to shed light on the impacts of social media use on behavioral intention to use, and actual social media use, and the impact on
performance for teaching and learning in higher education. "A Unified Technology Acceptance and Use Theory" (UATUT) questionnaire survey
was used as the primary method of data collection and was distributed to a total of 206 university students both gender of males and females.
The results show that each independent variable has a direct effect through behavioral intention to use, and actual social media use through using
social networks for learning purpose. and this study also enhances student learning activities and enables the exchange of knowledge,
information, and discussions through social media use for learning, and therefore, we recommend using social media for teaching and learning
students, and instructors can integrate social media elements into their courses to encourage the kinds of regular, varied to complement and
enhancement to traditional remote educational approaches, and sustained interactions that are critical to success

Keywords
UTAUT theory, social media, Facilitating conditions, Social influence, Effort expectancy, Performance expectancy

Article Received: 10 August 2020, Revised: 25 October 2020, Accepted: 18 November 2020

Introduction 1.1. Problem Statement

The development of social media is brought about by Use of social media influences Student Grade Point Average
constant of the internet application. Communication and (GPA) and academic performance [7][8]. The current study
interaction via online and offline media has changed due to aims to validate the results of Use social media between
the advent of social media [1]. The use of social media is a academic students, as well as discover potential future
useful tool to improve the social capital of citizens, as it trends by analyzing students' satisfaction and performance
strengthens existing social relationships, can help them stay impact of students in teaching and learning. For this reason,
connected, stay informed about long-term connections and higher education is increasingly examining the utility of
activities and create new one's Contacts [2], Therefore, information and communication technologies to improve the
social media has positive and negative effects on students quality of teaching in Malaysian higher education. More
and other young people, and the final effects on a student specifically, with the emergence of social media tools such
depends on their behavior. The positive effects of social as “Facebook, WhatsApp, YouTube and twitter” [9]. Higher
media include various aspects such as social interaction, education across Malaysia and all over the world are looking
contact with friends, sharing useful information with others to leverage social media use to. In addition, while there are
via social media websites and access to websites where many social media models there is a limited model for
students can find support. This can be missing online assessing research student performance and satisfaction
learning in traditional relationships [3] [4]. This article through UTAUT theory. Therefore, our study illustrates
provides recommendations for education with student weaknesses that will be developed in a model of Unified
satisfaction and impact on social media performance, and Theory of Acceptance and Use of Technology (UTAUT),
complements and enhances traditional approaches to online the behavioral intention to use and actual social media use
learning. It is based on an overview of relevant research factors of higher education in the Malaysian context through
results and the experiences of the authors in integrating UTAUT theory.
online tools for social networks [5]. However, students learn
on social media where there is little interaction between Theoretical Model And Hypotheses
student-teacher interactions [6]. Therefore, this study aims
to develop a model that measures of social media use to This section provides that Unified Theory of Acceptance
determine the level of “Facilitating conditions, Performance and Use of Technology (UTAUT) explains and also an
expectancy, Social influence, and Effort expectancy through overview of the fundamental changes that have been
behavioral intention to use and actual social media use to proposed to impact social media in academic performance
increases students’ satisfaction and academic performance”. for adoption and to regulate the adoption of social networks,
particularly at universities. UTAUT has four factors that

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influence to behavioral intention to use and actual social skills, and discovering knowledge. Social media like other
media use in technology through facilitating conditions, problems that require the use of social networks.
performance expectancy, social influence, effort expectancy.
In this article, the acceptance and use of social media, we 2.2 Social Influence
adopt from UTAUT these concepts and definitions to
examine by university students. According to UTAUT the Social influence (SI) is defined as the degree that other
influence that facilitating conditions, performance important people believe they ought to use the system to
expectancy, effort expectancy, and social influence through which one individual in job performance [11]. The reason
actual social media use and behavioral intention to use. that the ideas of others can influence and can take action to
While a factors mediators of behavioral intention to use and use is that social influence is a determinant of direct
actual social media use to determine to independent factors intention to use is that even if they don't want to. It is
of student satisfaction and performance impact [10]. This emphasized that the intention to use for different cultural
research will use a model that acceptance and use of social backgrounds, especially in common cultures that the social
media to study contains many determinants, more impact will have a different effect [14]. Found that effort has
specifically, these determinants are broken down into direct shown to be developed of students' intention to use to adopt
determinants Effort expectancy, facilitation conditions, social media technologies in learning are an important
performance expectancy, and social influence through factor. [15].
behavioral intention to use and actual social media use,
which are considered variable factors as such. In addition, 2.3 Effort Expectancy
the determination of students' satisfaction and performance
impact as a dependent variable in this context. The content Effort expectancy is defined as the degree that believes
of the model includes behavioral intention to use and actual using the system will help them to achieve and also to which
social media use, students' satisfaction, and performance an individual in job performance [11]. UTAUT theory
impact that influence through facilitating conditions, suggested that Effort expectancy is one of the factors that
performance expectancy, social influence, and effort directly influence use to behavioral intention to use.
expectancy. Thus, affecting of performance students in the Numerous studies have reported behavioral intention to use
academic field in higher academic institutions ( See Figure that possibility that Effort expectancy is a significant
1). determinant. In this article, it was believed that students had
no difficulty using social media as a medium for learning.
Concerning the use of social networks, former researchers
have found an important correlation between the effort
expectancy and the intention of behavior [16]. They studied
to study the readiness of university students for online
learning in the model of UTAUT, as well as to extend the
multivariate model [17].

2.4 Performance Expectancy

Performance expectancy (PE) is referred to which a person

believes as the extent of using the system will help him or
her to achieve performance improvements at work [11].
Detailed information about behavioral intentions is provided
to facilitate use under conditions. Numerous studies have
confirmed Performance expectancy as an essential
determinant for the use of behavioral intentions. The study
Figure 1: research model of factors that influence students' and teachers' social media
tools such as Facebook and YouTube's acceptance of
2.1 Facilitating Conditions UTAUT. Performance expectancy relates to the extent to
which a person is convinced that they are being used 'A
Facilitating conditions is defined as the degree that an specific one System will help to get better performance. [18]
important people to believe to which one individual that Some researchers have found that significant impact of
they ought to use the system [11]. According to [12] the use Performance expectancy through behavioral intention [19].
of higher education in educational technology, his article
found that the facilitation of conditions is a strong dominant 2.5 Behavioral Intention to Use
factor over the use of actual social media use and behavioral
intention. The terms of this study include that they have The behavioral intention to a direct and significant use
support for the necessary resources and access to participate affects social media technology of actual system use as
in social media for educational purposes to students are shown by various studies [20]. The current study also
more likely [13]. In this article, the terms provided describe indicated the rise in use of social media technology occurred
a variety of things that can make social media easier to use, owing to the facilitating conditions effort expectancy,
such as availability of social media tools, device support, performance expectancy, and social influence, to students'
behavioral intention to use. There is a positive that students'

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behavioral intention to use on facilitating conditions, effort Research Methodology

expectancy, social influence, and performance expectancy,
to use social media technology which supports them. In this article, our survey evaluated a sample of a prepared
Research highlights the importance of students’ ability and questionnaire evaluating of two specialists. The University
confidence to use social media technology. In addition, the Tun Hussein Onn Malaysia(UTHM). in this article,
user's intention to use when using social media on an collected data after UTHM has given me permission. This
established system platform is the primary reason for selected research model included social media users to train
creating patterns of technology use. [21] [22] and communicate both gender groups of males and females
through a questionnaire survey on (UTAUT) model as
2.6 Actual Social Media Use undergraduate and postgraduate students, and demographic
data of obtained data were assessed applying of the different
Actual social media use is described as the degree based on items was utilized of The Likert scale of 5- points, including
the types and duration of use of certain technologies to elements. The “questionnaire was online distributed, and
which individuals use the functions of information systems. then all respondents were asked to write them up for
In the area of online those teach and learn in higher feedback on the use of social media for education and
education, appropriate use reflects the frequency and communication, also the respondents' opinion on its effect
duration of use [23]. It was found that the majority of on academic performance and evaluate data collected with
respondents were willing to accept the significant link SPSS, SEM-Amos and Structural Equation Modeling SEM-
between intended use behavior and actual use of social Amos are regarded that the main statistical procedure used
media as evidenced by the idea of using social media for in our study involving two stages, the first phase structural
learning [24]. However, actual student use of social media investigation model, and second phase stage followed the
has a relatively weak prediction to behavioral intention to construction of the validity of the measures, the convergence
use for learning. However, the use of social media use for validity of the measures, the discriminant validity of the
academic purposes is low among students and teachers this measure, This method was suggested by [33, 34].
seems to coincide with studies which have reported that
students are more open to the idea of using it [25]. 3.1. Sample Characteristics

2.7 Students Satisfaction For the purposes of the study, we distributed 206
questionnaires, of which 206 were answered. After manual
Student satisfaction is viewed such as students’ an analysis of the questionnaires, all questionnaires were filled
assessment of the services provided by universities and out. Usable questionnaires 54 were from "Female" (26.2%)
colleges. Student satisfaction with performance impact is and 152 (73.8%) from "Male". moreover, 11 respondents
considered to the extent that a student has an optimistic (5.3%) were between 18 - 20 years old, 37 (18%) were
belief on academic performance for learning that he/she between 21-24 years old, 82 (39.8%) were between 25 - 29
undergoes [26]. The use of social media use for teaching and years old, 38 (18, 4%)) were between 30 - 34 years old. 24
learning in higher education ensures an adequate transfer of (11.7%) were between 35 - 40 years old, 7 (3.4%) were
understanding and helps to improve the learning between 41 - 45 years old and 7 (3.4%) were 46 years or
performance of students [27]. Estimate periods have older. The distribution of respondents based on
articulated as a means of an instructor-student feedback specialization was as follows: 92 respondents were from
process in the literature [28] to determine the outcome of Engineering (44.7%), 46 respondents were from
students', academic performance, and level of Management (22.3%), 33 respondents were from science&
understanding, and satisfaction. Additionally, records show Technology (13.9%), 24 respondents were from social
that social media adoption promotes a positive association science (11.7%), 8 respondents were from Business
between student satisfaction and academic performance Administration (3.9%), and 1 respondent was from English
[29]. literature (0.5%).

2.8 Performance Impact 3.2. Measurement Instruments

Researchers have defined both actual social media use and The validity of the content of the measuring scales was
behavioral intention to use such as mediators variables in the confirmed by the construction elements used in previous
investigation of factors influencing particular technologies studies. The study questionnaire consisted of two parts: the
[30]. as regard to intentions of social media use, [31] they questionnaire items, in which basic demographic data
showed in their study with Malaysian students using social (gender, age, institutions and specialization) were collected,
media and its impact on their academic performance that and the questionnaire items, which were measured as
using social media tools adversely affects social and non- follows, facilitating conditions e (FC) was adapted 5 items
social needs only academic, the effect on academic from [35][36][37] social influence (SI) was adapted 5 items
performance. [32] the results revealed a negative impact of from[35][36][38], effort expectancy (EE) was adapted 5
online social media use on academic performance; items from [35][36][38],performance expectancy (PEX) was
therefore, as time spent on social media sites increases, adapted 5 items from[35][36][38], performance impact (PI)
students' academic performance appears to be deteriorating. was adapted 5 items from [39][41], students’ satisfaction
(SS) was adapted 6 items from [41][42], and finally, actual
social media use (ASMU) was adapted 6 items from [43].

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Result And Analysis Hair et al. [44] described that the correlations of elements
between constructions can only be a square root of the mean
In this paper, associated factors influenced student variance that they share in one of the constructions. In
satisfaction, and also performance impact. Considering addition, the obtained composite reliability has been
behavioral intent for effective use of social media use, and provided and the recommended value is obviously 0.70 or
also based on academic students ‘performance higher more. In addition, the recommended value of 0.70 and
education with a Cronbach’s reliability coefficient of .939. greater than Cronbach's alpha values. In addition, the
Discriminant validity was assessed based on three average variance extracted (AVE) values were within the
conditions: The variable indices had to be less than 0.80 as recommended value of (0.50) and above. This suggests that
recommended by [44], Then, the equal to or more than 0.5 exceeds 0.50 and the total factor load is significant and
considered the value of average variance extracted, inter therefore corresponds to the suggested references [43, 44].
construct correlations (IC) linked with factor is lower than The following sections are presented that data obtained from
of square average variance extracted (AVE) [45]. In the measurement model. the results of gender validity (male
addition, the construct’s investigation gave a factor loading and female) and reliability for academic performance
equal to composite reliability value equal or greater than according to UTAUT theory as shows in table 2, behavioral
0.70, and items and crematory factor value 0.7 or more and intention, and actual social media use. The CFA was carried
supposed to be acceptable, having Cronbach’s Alpha. [44]. out in the next phase of “the SEM to analyze the proposed
hypotheses”. All values of Average variance extracted
4.1 Measurement Model Analysis (AVE) and composite reliability (CR), and CA are accepted;
therefore, it was found of discriminatory validity. In
This study used SEM-Amos as a main statistical method for addition, the values have shown in the range and obtained of
analyzing result based on confirmatory factor analysis composite reliability are from 0.982 to 0.810, all of which
(CFA) in AMOS 23. This model analyzed over convergent exceed the limit value of 0.70. Added to this, Cronbach’s
validity, uni-dimensionality, consistency and discriminant Alpha values ranged between 0.973 to 0.828, all beyond the
validity. In addition, [44] our suggested that model cut-off value equal to 0.70. In addition, the (AVE) was
evaluation should be considered through the process of greater than the expected value of 0.50; it has ranged
estimating higher likelihood using well-adapted strategies between 0.764 to 0.549. This suggests that the total factor
such as chi-square, normalized quoted square, normalized fit load is negligible and exceeds 0.50, thus, meeting the
index (NFI), relative fit index (RFI) comparative fit and provided references. [44, 45]. See table 2, figure 2 and
index (CFI), incremental fit index (IFI), parsimonious figure 3.
goodness fitness index (PGFI), and also mention of root Table 2: reliability and Validity for both the male and
mean square error of approximation (RMSEA) and mention female students group
of root mean square residual (RMR) according to [43].
Table 1 provides a summary of the appropriate fit indices
used to evaluate the models, and see Figure 2 for a mediator
of measures and dependent variables, and the UTAUT
theory measures see Figure 3.
Table 1: Summary of Goodness Fit Indices for the
Measurement Model
Type of measure Acceptable Values
level of fit
“Root-Mean Residual Near to 0 0.033
(RMR)” (perfect fit)
“Normed Fit Index (NFI)” > 0.90. 0.963
“Relative Fit Index (RFI)” > 0.90. 0.961
“Incremental Fit Index > 0.90. 0.932
(IFI)”
“Tucker Lewis Index (TLI)” > 0.90. 0.949
“Comparative Fit Index > 0.90. 0.960
(CFI)”
“Root-Mean Square Error of < 0.05 indicates 0.045
Approximation (RMSEA)” a good fit.

4.2 Measurement Model of Validity and Reliability

Differential validity examines the level of evidence, which

includes different indicators for different concepts [46].
Based on the obtained average variance extracted (AVE), all
values exceeded 0.50 (cutoff) with a p-value of 0.001,
indicating that a different validity was agreed for each
construct examined [44]. On the other hand, according to

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4.3 Structural Model Analysis both gender group of male and female students have
behavioral intention to use with peers. That’s mean this is
The impact of students’ performance use social media tools lead students’ satisfaction from behavioral intention (0.34-
have studied ‘through UTAUT’, factors of Behavioral H10), both gender groups of male and female students have
Intention, and actual social media use on the purpose of behavioral intention to use with peers. That’s mean this is
using social media as students an objective of actual use of lead to performance impact from behavioral intention to use
social media for teaching on higher education as well as (0.38-H11), both gender groups of male and female students
participation of different groups ((male) ,and female)) by have actual social media use with peers. That’s mean this is
path analysis of modeling. all results have shown based on lead to students’ satisfaction from actual social media use
learning and teaching of students’ performance; also, The (0.45-H12), both gender groups of male and female students
results were compared in the discussion of the hypothesis have actual social media use with peers. That’s mean this is
test. See Figure 4. lead to performance impact from actual social media use
(0.17-H13), both gender groups of male and female students
have students’ satisfaction with peers that's mean this is
lead to performance impact from students’ satisfaction
(0.40-H14).

4.4 UTAUT Model hypotheses:

The first direct effect of the unified theory of acceptance and

use of technology are addressed is assumptions. As above-
mentioned in Figure 4 and Table 3., the relation between
correlation behavioral intention to use is positive through
facilitating conditions “β = 0.45, t = 10.148 p <0.00
representing that the first hypothesis” (H1) that's mean an
important and positive relation, in other words, in this
hypothesis, it is shown that behavioral intention to use has
Figure 4: Research Structural Model Analysis facilitating conditions students to exchanging information
with peers or use social media are used appropriately
Figure 4 shows all hypotheses among the fourteen main through the exchange of information, discussion. The next
constructs, of which the twelve hypotheses were accepted step of effect direct is that peers have a significant positive
and only two hypotheses were rejected ‘‘no relation among correlation with facilitating conditions, resulting effect to
gender groups of male and female students for ‘social actual social media use “β = 0.229, t = 3.654 p <0.001
influence(SI) to behavioral intention to use(0.04-H3)’,and indicating that the second hypothesis suggests” (H2) that's
performance expectancy to actual social media use (0.02- mean an important and positive relation, in other words, in
H8) hypothesis in the current specimen shows that both this hypothesis, it is shown that all students have facilitating
gender groups male and female students haven not social conditions with their peers to actual social media use, social
influence with peers leads to behavioral intention to networks are used appropriately through the exchange of
use(0.04-H3), and performance expectancy with peers. That information, discussion or exchanging information with
mean this is not leads to actual social media use from peers. The next step of effect direct is that peers have a
performance expectancy (0.02-H8), both gender groups of significant positive correlation with social influence,
Male and female students have facilitating conditions with resulting effect to behavioral intention to use “β = 0.042, t =
peers. That’s mean, this leads to behavioral intention to use 1.031 p <0.001 indicating that the third hypothesis suggests”
from facilitating conditions (0.45-H1), both gender groups (H3) that's mean an important and positive relation, in other
of male and female students have facilitating conditions words, in this hypothesis, it is shown that all students have
with peers. That’s mean, this is lead to actual social media social influence with their peers to behavioral intention to
use from facilitating conditions (0.23-H2), both gender use, social media use is used appropriately through the
groups male and female students have social influence with exchange of information, discussion or exchanging
peers. That’s mean this is lead to actual social media use information with peers. The next step of effect direct is that
from social influence (0.11-H4), both gender groups of male peers have a significant positive correlation with social
and female students have Effort expectancy with peers. influence, resulting effect to actual social media use “β = -
That’s mean this is lead to behavioral intention to use from 0.108, t = 2.321 p <0.001 indicating that the fourth
Effort expectancy (0.21-H5), both gender groups of male hypothesis” (H4) that's mean an important and positive
and female students have Effort expectancy with peers. relation, in other words, in this hypothesis, it is shown that
That’s mean this is lead to actual social media use from all students have social influence with their peers to actual
Effort expectancy (0.18-H6), both gender groups of male social media use , social media use is used appropriately
and female students have Performance expectancy with through the exchange of information, discussion or
peers. That’s mean this is lead to behavioral intention to use exchanging information with peers. The next step of effect
from Performance expectancy (0.16-H7), both gender direct is that peers have a significant positive correlation
groups of male and female students have behavioral with Effort expectancy, resulting effect to behavioral
intention to use with peers. That’s mean this is lead to actual intention to use “β = 0.208, t = 5.254 p <0.001 indicating
social media use from behavioral intention to use (0.33-H9), that the fifth hypothesis” (H5) that's mean an important and

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positive relation, in other words, in this hypothesis, it is discussion or exchanging information with peers. the next
shown that all students have Effort expectancy with their step of direct effect is that peers have a significant positive
peers to behavioral intention to use, social media use is used correlation with behavioral intention to use, resulting effect
appropriately through the exchange of information, to performance impact “β = 0.377, t = 4.309 p <0.001
discussion or exchanging information with peers. The next indicating that the eleventh hypothesis” (H11) that's mean
step of effect direct is that peers have a significant positive an important and positive relation, in other words, in this
correlation with Effort expectancy, resulting effect to actual hypothesis, it is shown that all students have behavioral
social media use “β 0.182, t = 3.729 p <0.001 indicating that intention to performance impact, social networks are used
the sixth hypothesis” (H6) that's mean an important and appropriately through the exchange of information,
positive relation, in other words, in this hypothesis, it is discussion or exchanging information with peers. The next
shown that all students have Effort expectancy with peers to step of effect direct is that peers have a significant positive
actual social media use, social networks are used correlation with actual social media use, resulting effect to
appropriately through the exchange of information, students satisfaction “β = 0.446, t = 6.136 p <0.001
discussion or exchanging information with peers. The next indicating that the twelfth hypothesis” (H12) that's mean an
step of effect direct is that peers have a significant positive important and positive relation, in other words, in the
correlation with Performance expectancy, resulting effect to current hypothesis, it is shown that all students have actual
behavioral intention to use “β = 0.16, t = 3.894 p <0.001 social media use to students satisfaction, social media are
indicating that the seventh hypothesis” (H7) that's mean an used appropriately through the exchange of information,
important and positive relation, in other words, in this discussion or exchanging information with peers. The next
hypothesis, it is shown that all students have Performance step of effect direct is that peers have a significant positive
expectancy with their peers to behavioral intention to use, correlation with actual social media use, resulting effect to
social media use is used appropriately through the exchange performance impact “β = 0.171, t = 2.041 p <0.001
of information, discussion or exchanging information with indicating that the thirteenth hypothesis” (H13) means an
peers. The next step of effect direct is that peers have a important and positive relation, in other words, in this
significant positive correlation with Performance hypothesis, it is shown that all students have actual social
expectancy, resulting effect to actual social media use “β media use to performance impact, social media are used
0.021, t = 0.427 p <0.001 representing that the eighth appropriately through the exchange of information,
hypothesis” (H8) that's mean an important and positive discussion or exchanging information with peers. The next
relation, in other words, in this hypothesis, it is shown that step of effect direct is that peers has a significant positive
all students have Performance expectancy with peers to correlation with students satisfaction, resulting effect to
actual social media use, social media uses are used performance impact “β = 0.398, t = 5.398 p <0.001
appropriately through the exchange of information, indicating that the fourteenth hypothesis” (H14) that's mean
discussion or exchanging information with peers an important and positive relation, in other words, in this
Table 3: Hypothesis testing results of structural model hypothesis, it is shown that all students has students
UTAUT Model satisfaction to performance impact, social media are used
appropriately through the exchange of information,
discussion or exchanging information with peers.
Table 4: Hypothesis testing results of structural model
Behavioral Intention to use

4.5 Behavioral Intention to use Hypotheses

The next direct effect is that peers have a significant positive

correlation with behavioral intention to use, resulting effect
to actual social media use “β = 0.331, t = 4.107p <0.001 Discussion And Implications
indicating that the ninth hypothesis” (H9) that's mean an
important and positive relation, in other words, in this Accordingly of the model proposed, it was explored the
hypothesis, it is shown that all students have behavioral relationships between fourteen hypotheses in social media
intention to actual social media use, social networks are use with the following factors: “performance expectancy,
used appropriately through the exchange of information, effort expectancy, social influence, and facilitating
discussion or exchanging information with peers. The next conditions that influence through Behavioural intention to
step of direct effect is that peers have a significant positive use and actual social media use” to assist students’ academic
correlation with behavioral intention to use, resulting effect performance at the Malaysian university”, this was
to students satisfaction “β = 0.338, t = 4.259 p <0.001 extremely efficient in order that students could ask a lot of
indicating that the tenth hypothesis” (H10) that's mean an questions when discussing with their friends for education.
important and positive relation, in other words, in this the results of the study by UTAUT theory was confirmed to
hypothesis, it is shown that all students have behavioral Examines “facilitating conditions, performance expectancy,
intention to students satisfaction, social networks are used social influence, effort expectancy through behavioural
appropriately through the exchange of information, intention to use, and actual use of social media in learning

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for the using social media use”. We discovered that information validating the use of the UTAUT theory model
behavioural intent and the actual use of social media through in another environment. The framework adopted the
the UTAUT building, and it is a useful point for studying. UTAUT model by using six constructs namely: the use of
This article found that the “performance expectation in this social media to measure “behavioral intention to use and
population sample is positively related to the intention to use actual social media use through facilitating conditions,
and actual social media use”. The main find a new Performance Expectancy, Social Influence, and Effort
professional connection that performance increase Expectancy for learning purposes”. This article provides
researchers have seen in social media tools on their abilities. recommendations for using social media for teaching and
Other common benefits of knowing your work to peers to learning students, and instructors can integrate social media
include maintaining existing contacts of being on social elements into their courses to encourage the kinds of
media, monitoring developments in the field, and external regular, varied to complement and enhancement to
communities such as industry, professionals, journalists, and traditional remote educational approaches, and sustained
the general public, and also " effort expectancy, we predict interactions that are critical to success.
that the intention of user behaviour and the real construction
of social networks will have a positive effect on the use of References
social networks by students for this group." The sample
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