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Information technology in higher education is the technology related to the storage, retrieval, circulation, and dissemination of information with the production of oral, pictorial, textual, and digital data by electronic means through the integration between electronic computers and visual communication systems (Sabando et al., 2018). Student satisfaction is linked to a set of factors associated with the educational process, especially the educational system followed, where students’ satisfaction and response to the traditional education system differs from the modern education system, as each system is based on achieving high rates of student satisfaction and a high proportion of the educational service quality that results in the attainment of a high level of student satisfaction (Almaiah and Alyoussef, 2019).
The Relationship Between Technology Dimensions and Design Dimensions
John (2015) indicated the effect of technology anxiety on perceived ease of use and perceived usefulness among 116 electronic spreadsheet users, and it was proved that individuals with high technology anxiety perceive computer-based applications are less easy to use. The study found that there was a significant effect of technology anxiety on perceived ease of use and perceived usefulness. Ozturk et al. (2016) investigated the effect of technology self-efficacy and compatibility on perceived ease of use and perceived usefulness in the mobile hotel booking field. 396 questionnaires were collected from travelers from the United States who used to book via their mobile devices a hotel room during the previous six months. The finding found that there was no significant relationship between self-efficacy and perceived ease of use. While there was a positive significant impact of compatibility on both perceived ease of use and perceived usefulness.
Shah and Attiq (2016) examined the impact of technology quality on perceived ease of use and perceived usefulness. Primary data was used by collecting 1338 questionnaires, which were gathered from students in 3 universities in Pakistan that offer education through e-learning. The results showed that there was a positive relationship between the use of technology and perceived ease of use and perceived usefulness.
The Relationship Between Technology Dimensions and Attitudes Toward Technology-Based Teaching
Yeşilyurt et al. (2016) investigated the impact of technology self-efficacy and compatibility on attitudes toward technology-based teaching. A questionnaire was collected from 323 teachers in the faculty of education in Turkey. The findings proved that self-efficacy had an impact on technology self-efficacy. The results also showed that technology self-efficacy and compatibility had a significant effect on attitude towards technology-based teaching. Alia (2017) examined the technology acceptance model in the Kuwait University environment and explored the external factors that affect the attitude toward e-learning. A questionnaire, semi-structured and unstructured interviews, and focus group discussions were created and the targeted population was all instructors at Kuwait University. The results indicated that technology self-efficacy had a significant effect on attitude toward e-learning. Alfalah (2018) investigated the impact of relative advantage, compatibility, complexity, trial-ability, and observability on attitudes toward technology. A questionnaire was created and distributed amongst IT teaching staff in a University in the Middle East. The study found that there was a significant impact of relative advantage, compatibility, complexity, trial-ability, and observability on attitude towards technology.