The DOI matches its Crossref record; 130 of the 130 references it cites were found in a registry or an index; none of the 37 sources its claims cite is checked for support yet.
Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model
Open accessAbstract
The COVID-19 global epidemic has compelled higher education institutions to reconsider their teaching methods. Because of this public health emergency, universities in higher education have adopted e-learning techniques as a solution to face-to-face education. Thus, e-learning has emerged as a critical technology in education at higher education institutions. Nonetheless, the effectiveness of e-learning systems is largely dependent on students' adoption of such systems. The study aims to evaluate the usefulness of task-technology fit (TTF) with the information system success model (ISSM) in perceiving students' adoption of e-learning with the goal of encouraging them to adopt e-learning in the context of higher education. The study employed a quantitative approach, and a theoretical model was evaluated with proposed hypotheses to find the relationships between the constructs. A questionnaire based on TTF and ISSM was distributed among the students, and 260 valid responses were received using a sample random sampling technique. Data was analyzed with the help of SPSS and Partial Least Squares-Structural Equation Modeling (PLS-SEM). After analyzing the data, it was found that perceived ease of use, perceived usefulness, system use, and task technology fit of e-learning are positively and significantly influenced by system quality, information quality, perceived enjoyment, technology characteristics, and task characteristics. The results of TTF and ISSM on system use show a positive effect on e-learning benefits in educational institutions, with all male and female students completely satisfied with the use of e-learning systems. As a result, we advise students to use e-learning systems for educational purposes and should have motivated them to do so through lecturers at higher-level educational institutions.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This study integrates task-technology fit (TTF) with the information systems success model (ISSM) to explain undergraduate students’ e-learning acceptance at King Faisal University. Using PLS-SEM on 260 valid survey responses, it finds all 18 hypothesized paths supported, with TTF showing the strongest effect on e-learning benefit.
Key findings
- All 18 hypotheses were accepted. TTF had the strongest positive relationship with e-learning benefit (β = 0.643, t = 16.457, p = 0.000), followed by PEOU → TTF (β = 0.441, t = 8.580) and PU → system use (β = 0.371, t = 4.706).
- Information quality, system quality, perceived enjoyment, technology characteristics, and task characteristics positively predicted PEOU and PU; for example, IQ → PEOU β = 0.284, t = 4.409; IQ → PU β = 0.256, t = 4.238; PE → PEOU β = 0.232, t = 3.562; PE → PU β = 0.241, t = 3.619.
- System use positively predicted e-learning benefit (β = 0.310, t = 7.260), and PEOU, PU, and system use also predicted TTF (β = 0.441, 0.339, and 0.140, respectively).
- The measurement model reported Cronbach’s alpha and composite reliability above 0.7 and AVE above 0.5 for the constructs.
Methods
- Quantitative survey design testing an integrated TTF + ISSM model with perceived enjoyment as an external factor; a 5-point Likert questionnaire (described as 50 questions in the conclusion) was administered physically and online to King Faisal University students.
- 275 questionnaires were distributed, yielding 260 valid responses after excluding 15 incomplete/unanswered questionnaires, a 94.5% response rate; participants were 187 male (71.9%) and 73 female (28.1%), ages 18–46, across management, engineering, science and technology, social science, and other fields.
- Data were analyzed with SPSS and SmartPLS 3.3.3 using PLS-SEM; the measurement model assessed reliability and validity, and the structural model used bootstrapping with 5000 resamples.
Limitations
- Stated: data came from one university, which may affect generalizability; the scope was restricted to two possibilities regarding prior e-learning expertise; possible extrinsic variables related to system use and TTF were not considered; future research should include more participants with varied majors.
- Evident: the sampling description is inconsistent—the abstract says random sampling, while the methodology also says convenience sampling—and the sample is heavily male (71.9%), which may limit representativeness.
- Evident: the study uses a self-report questionnaire collected at the start of the 2020–2021 academic year, so causal claims are not established by the design.
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Claims the paper makes
24 Not checked yet · 23 Own result · 18 Own interpretation · 11 Own method · 3 No basis given
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“After analyzing the data, it was found that perceived ease of use, perceived usefulness, system use, and task technology fit of e-learning are positively and significantly influenced by system quality, information quality, perceived enjoyment, technology characteristics, and task characteristics.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results of TTF and ISSM on system use show a positive effect on e-learning benefits in educational institutions”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“with all male and female students completely satisfied with the use of e-learning systems.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“| Technology characteristics➔Perceived ease of use | H7 | 0.154 | 2.341 | 0.023 | Accepted |”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“| System Quality➔Perceived ease of use | H3 | 0.173 | 3.365 | 0.001 | Accepted |”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“| Perceived ease of use➔Perceived usefulness | H11 | 0.131 | 2.157 | 0.036 | Accepted |”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“| Perceived enjoyment➔Perceived ease of use | H5 | 0.232 | 3.562 | 0.001 | Accepted |”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“| Perceived ease of use➔System Use | H12 | 0.268 | 3.134 | 0.003 | Accepted |”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“| Perceived usefulness➔System Use | H14 | 0.371 | 4.706 | 0.000 | Accepted |”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“| Task characteristics➔Perceived ease of use | H9 | 0.151 | 2.604 | 0.012 | Accepted |”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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- It may state two separate claims as one. 11
- Probably not a substantial claim. 26
- The quote only partly states this claim. 1
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Using partial least squares (PLS), it was found that TTF had the greatest impact on e-learning benefits, followed by PEOU.”
- Also stated in: § Conclusion · boosted
“Task-technology-fit in connection to system use, as determined by the COVID-19, strongly predicts the advantages of e-learning”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Conclusion
boosteddirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Also stated in: § Conclusion · boosted
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The participants were given an introduction to the research before completing the questionnaire, and their participation was completely optional.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“After taking into consideration the missing data and questionnaires that were incomplete, 15 questionnaires were omitted.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“In their extensive literature review, [73] discovered that “usage” had a moderate relationship with the system’s benefits.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [73] Shahzad, 2021, Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female, Qual. Quantity source
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“data was collected from 260 students, both online and manually, who were chosen at random from King Faisal University students.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Previous research has demonstrated the importance of the link between system utilization and advantages [35,79].”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [35] Chen, 2012, Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan, Eval. Progr. Plann. source
- Not checked yetcites [79] Garcia-Smith, 2013, Development and initial evaluation of the clinical information systems success model (CISSM), Int. J. Med. Inf. source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Delone and McLean [68] suggested the ISSM as a way to gauge the success of IS in organizations and determine the net benefit.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [68] DeLone, 1992, Information systems success: the quest for the dependent variable, Inf. Syst. Res. source
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“It has been demonstrated that using e-learning to deliver training courses to employees has a direct and considerable impact on the business’s net benefits [35,79].”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [35] Chen, 2012, Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan, Eval. Progr. Plann. source
- Not checked yetcites [79] Garcia-Smith, 2013, Development and initial evaluation of the clinical information systems success model (CISSM), Int. J. Med. Inf. source
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Earlier studies have generally demonstrated the impact of task characteristics and technology characteristics on TTF in a range of scenarios [39,40,88].”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [39] Goodhue, 1995, Task-technology fit and individual performance, MIS Q, Manag. Inf. Syst. source
- Not checked yetcites [40] Tam, 2016, Understanding the impact of m-banking on individual performance: DeLone & McLean and TTF perspective, Comput. Hum. Behav. source
- Not checked yetcites [88] Afshan, 2016, Acceptance of mobile banking framework in Pakistan, Telematics Inf. source
boosteddirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Previous e-learning research found that PU significantly influences users' intention to use the e-learning system [99].”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [99] Chu, 2016, With Good We Become Good: understanding e-learning adoption by theory of planned behavior and group influences, Comput. Educ. source
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
In the paper
“According to Ref. [94], PEOU is associated with a better elevation of behavioral intention to utilize it, both directly and indirectly.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [94] Cheng, 2012, The effects of organizational learning environment factors on e-learning acceptance, Comput. Educ. source
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The task-technology fit, which in turn affects users' performance and utilization, can be influenced by both task features and technological qualities.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Task-technology-fit model
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
In the paper
“According to the new model, the key success elements for implementing ISSM to achieve net benefits are service, system, information quality, system utilization, and user happiness.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [70] DeLone, 2016, Information systems success measurement, found, Trends® Inf. Syst.
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may state two separate claims as one.
In the paper
“According to Ref. [91], TI has a significant impact on the subjective norm.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Information system success model (ISSM)
What the sources say
- Not checked yetcites [91] Kim, 2007, A structural equation modeling of the Internet acceptance in Korea, Electron, Commer. Res. Appl. source
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The participants were chosen from different departments and faculties using a convenience sampling technique.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, an ethical clearance was obtained for this study (Ref. No. KFU-REC-2022-OCT-ETHICS267)”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The task-technology fit (TTF) concept contends that performance and acceptance are influenced by how well a task and the technology being used to complete it “fit” together [39].”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Theoretical model and hypotheses > Task-technology-fit model
What the sources say
- Not checked yetcites [39] Goodhue, 1995, Task-technology fit and individual performance, MIS Q, Manag. Inf. Syst. source
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“There were about 275 questions given, and the respondents replied to 260 of them, representing a 94.5% response rate.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Since the loading indicators of each construct are higher than the loadings of its corresponding constructs, the cross-loading criteria are portrayed in Table 3.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
plain- Asserted: passes — The authors put it forward as true.
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The quote only partly states this claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the same way, our study confirms that technology characteristics and task characteristics are strongly influenced by students' PEOU and perceived usefulness, which further influences their easefulness and usefulness of e-learning.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions
boosteddirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effective application of e-learning would assist educational institutions in overcoming some of the problems that occur in traditional classrooms.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions
hedgedconditional- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“E-learning is one of the key elements of task-technology fit.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions > Theoretical and practical implications
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
- Rests on an assumption: The findings can be generalized to higher education in Saudi Arabia.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In fact, individuals have a high level of trust in the e-learning system in terms of information quality, system quality, perceived enjoyment, and technological characteristics.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a result, the study contributes to the current acceptance of information in e-learning by academics in educational institutions, as well as to theory in task-technology fit and information systems success model adoption.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
- Rests on an assumption: The findings can be generalized to higher education in Saudi Arabia.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our research reveals that e-learners were more engaged in utilizing the e-learning system, which thus raised their reported ease of use and perceived usefulness when they believed the e-learning system could deliver important knowledge for their employment.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It has been established that the ISSM model is the best one for comprehending information quality, system quality in enhancing perceived utility, system use, and task-technology fit.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions > Theoretical and practical implications
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
- Rests on an assumption: The findings can be generalized to higher education in Saudi Arabia.
None of the sources cited for this claim have been checked yet.
In the paper
“This is a significant theoretical advance over earlier ISSM and TTF investigations, which did not examine the impact of perceived usability, perceived usefulness, system use, and task-technology fit on the applied ethical aim [85,107,108].”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions > Theoretical and practical implications
What the sources say
- Not checked yetcites [85] Abdullah, 2016, Developing a general extended technology acceptance model for E-learning (GETAMEL) by analysing commonly used external factors, Comput. Hum. Behav. source
- Not checked yetcites [107] Humida, 2022, Predicting behavioral intention to use e-learning system: a case-study in Begum Rokeya University, Rangpur, Bangladesh, Educ. Inf. Technol. source
- Not checked yetcites [108] Alyoussef, 2021, Massive open online course (Moocs) acceptance: the role of task-technology fit (ttf) for higher education sustainability, Sustain. Times
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
- Rests on an assumption: The findings can be generalized to higher education in Saudi Arabia.
In the paper
“E-learning attracts learners and improves their perceived usability and convenience of use due to the use of video, action, and text type, as well as the speed and capacity of the system.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions
What the sources say
- Not checked yetcites [119], [120], [121]
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Given that TTF and system use both have a positive influence on e-learning benefit, as a result, it can be stated that information quality, system quality, perceived enjoyment, technology characteristics, task characteristics, perceived ease of use, perceived usefulness, task-technology-fit, system quality, and e-learning benefit are all factors to consider.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, the model of student acceptance for online learning created in this study can be applied to actual evaluations of e-learning programs created to promote system use.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions > Theoretical and practical implications
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
- Rests on an assumption: The findings can be generalized to higher education in Saudi Arabia.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, the scope of the analysis was restricted to two possibilities regarding prior expertise in e-learning.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper relies on this without support.
The effectiveness of e-learning systems is largely dependent on students' adoption of such systems.
“Nonetheless, the effectiveness of e-learning systems is largely dependent on students' adoption of such systems.”
The paper relies on this without support.
There is a scarcity of research on university students' intentions to adopt e-learning during the global epidemic that uses TTF and ISSM with perceived enjoyment as an external factor, especially in developing countries such as education.
“Moreover, there is a scarcity of research on university students' intentions to adopt e-learning during the global epidemic that uses the TTF and ISSM models with perceived enjoyment as an external factor of the model, especially in developing countries such as education, where e-learning was not widely used at universities prior to the pandemic.”
The paper relies on this without support.
E-learning was not widely used at universities prior to the pandemic in developing countries such as education.
“where e-learning was not widely used at universities prior to the pandemic.”
The paper relies on this without support.
TTF has been the subject of research in a number of contexts, but e-learning has received relatively less attention.
“TTF has been the subject of research in a number of contexts, but e-learning has received relatively less attention.”
The paper relies on this without support.
Up to this point, it has not been determined if or how well a solid task-technology fit will affect a user’s adoption of e-learning.
“Up to this point, it hasn’t been determined if or how well a solid task-technology fit will affect a user’s adoption of e-learning.”
The paper relies on this without support.
The TTF model does not take into account social dynamics in the context of e-learning.
“The TTF model does not take into account social dynamics in the context of e-learning, which would limit its potential to forecast the use of social networking technology.”
The paper relies on this without support.
The sample of 260 students from King Faisal University is representative of students in higher education more broadly.
“260 randomly chosen students from King Faisal University who were enrolled in bachelors, masters, and PhD programs, both domestically and internationally, were the source of the data.”
The paper relies on this without support.
The findings can be generalized to higher education in Saudi Arabia.
“The five e-learning benefit dimensions information quality, system quality, perceived enjoyment, technology characteristics, and task characteristics were used as potential constructs that might affect how easy and useful an e-learning system is to use in Saudi Arabia as well as how well it fits into the system as a whole and how well it fits into the task-technology fit.”
The paper relies on this without support.
The respondents answered the questionnaire honestly and accurately.
“The questionnaire was distributed physically, and respondents were asked to return it once completed.”
The paper relies on this without support.
This is the first study to look into the acceptance of eLearning benefits among undergraduate students during the COVID-19 epidemic.
“Furthermore, this is the first study to look into the acceptance of eLearning benefits among undergraduate students during the COVID-19 epidemic.”
The paper relies on this without support.
e-learning was widely used as a teaching medium during the COVID-19 epidemic, particularly among students in higher education.
“In conclusion, e-learning was widely used as a teaching medium during the COVID-19 epidemic, particularly among students in higher education.”
The paper relies on this without support.
A few studies have examined the use of e-learning during pandemics like COVID-19.
“However, a few studies have examined the use of e-learning during pandemics like COVID-19.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“The task-technology fit theory also suggests that the adoption of technology is influenced by other factors, such as individual and organizational factors (Goodhue and Thompson, 1995; Lin, 2014; Alyoussef, 2023).”
From Exploring the antecedents of AI adoption for effective HRM practices in the Indian pharmaceutical sector (2023) · cites this paper as Alyoussef, 2023
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
“The participants were chosen from different departments and faculties using a convenience sampling technique.”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
“260 randomly chosen students from King Faisal University who were enrolled in bachelors, masters, and PhD programs, both domestically and internationally, were the source of the data.”
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
“any research work must first receive approval before being carried out. Thus, an ethical clearance was obtained for this study (Ref. No. KFU-REC-2022-OCT-ETHICS267)”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Research methodology > Participants
“This research was conducted at the start of the academic year 2020–2021.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Discussions
“the system quality variable strongly supports the H3 and H4 hypotheses, confirming them with a p-value of (0.001).”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
“| System Quality➔Perceived usefulness | H4 | 0.193 | 4.398 | 0.000 | Accepted |”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
“perceived usefulness (H14) (= 0.441; t = 8.580)”
§ Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model > Findings > Measurement model assessment
“| Perceived usefulness➔System Use | H14 | 0.371 | 4.706 | 0.000 | Accepted |”
Citations
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Metadata
- Authors
- Alyoussef, I. Y.
- Affiliations
- King Faisal University (SA)
- Corresponding author
- Alyoussef, Ibrahim Youssef
- Venue
- Heliyon
- Publisher
- Elsevier BV
- Published
- 2023-03
- Volume
- 9
- Issue
- 3
- Pages
- e13751
- ISSN
- 2405-8440 (ISSN-L)
- PMC
- PMC9938001
- OpenAlex
- W4321254258
- Cited by
- 181
- References
- 125
- Citations by year
- 2026: 45 · 2025: 53 · 2024: 59 · 2023: 23
- FWCI
- 46.23
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Heliyon (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Deanship of Scientific Research, King Saud University
- King Faisal University (2662)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Technology-Enhanced Education Studies
- Social Sciences › Education › Online and Blended Learning
- Keywords
- e-learning adoption, task-technology fit, DeLone and McLean model, university students, perceived ease of use, perceived usefulness, system quality, information quality, perceived enjoyment, technology characteristics, task characteristics, COVID-19 remote teaching, student acceptance of technology
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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