Impact of Task-Technology Fit & Habitual Use on Individual Performance Using Partial Latest Square Structural Equation Modeling Methods

Abstract

This study discusses whether the task-technology fit on academic support technology and habits in using these
devices has an impact on the individual performance of lecturers. Based on a survey in 97 full-time lecturers at
Telkom University, the results of this study indicate the impact of task-technology fit in the context of academic
support technology on lecturer individual performance is positive and significant. While the impact of habitual
use or habit of using academic support technology on lecturer individual performance is positive but not
significant. This study also identified that the task mobility which part of task characteristics and technology
(reliability, accessibility, and overall quality) characteristic that are found to be positively influenced on tasktechnology
fit
for
academic
support
technology,
but
there
is
one
variable
that
not
influenced
to
task-technology

fit,
that
is
task
feedback
which
another
part
of
task
characteristics.
This
study
found
that
external
factors
such

as

perceived critical mass and the reputation of academic support technology has positive and significant
influence to habitual use of academic support technology, while the individual internal factor such as self efficacy
and trust has not significant influence on habitual use of academic support technology. This study using
structural equation modeling with partial latest square (PLS-SEM) to identify the main variables contained in
endogenous latent variables. The present findings enable researchers and practitioners to understand the
impact of academic support technology that has been used in supporting activities of research, public service
and teaching on the individual performance of lecturers at educational organization.