The influence of technology use on learning skills among generation Z: A gender and cross-country analysis

Adah-Kole Emmanuel Onjewu; Eun Sun Godwin; Farzaneh Azizsafaei; Dominic Appiah

doi:10.1177/09504222241263227

The influence of technology use on learning skills among generation Z: A gender and cross-country analysis

Adah-Kole Emmanuel Onjewu, Eun Sun Godwin, Farzaneh Azizsafaei, Dominic Appiah

School of Strategy and Leadership

Research output: Contribution to journal › Article › peer-review

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Abstract

This inquiry flags the shortage of evidence on the distinctive effect of technology use on defined learning skills. To tackle this inertia, it identifies (1) video gaming, (2) internet searching and (3) smartphone usage as ubiquitous forms of technology. Then, it characterises (1) abstract conceptualisation, (2) concrete experience and (3) reflective observation and active experimentation as dominant learning skills. Investigating a Nigeria and UK sample of 240 generation Z students, the associations are examined alongside the effects of gender and country. Based on a structural equation model, the analysis showed that although alternate uses of technology have mostly significant influences, their impact is largely negative with only internet searching having a positive effect on learning. The findings are explained through a cognitive load lens and insights are offered to learning providers to temper the appetite for technology use in instructional designs with thought and caution.

Original language	English
Pages (from-to)	(In-Press)
Number of pages	19
Journal	Industry and Higher Education
Volume	(In-Press)
Early online date	19 Jun 2024
DOIs	https://doi.org/10.1177/09504222241263227
Publication status	E-pub ahead of print - 19 Jun 2024

Bibliographical note

This is an Open Access article distributed under the terms of the Creative
Commons Attribution License (http://creativecommons.org/licenses/by/4.0/),
which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited

Keywords

Cognitive load theory
gender
generation Z
learning skills
structural equation modelling
technology use

ASJC Scopus subject areas

Education
Business and International Management

Access to Document

10.1177/09504222241263227Licence: CC BY

Azizsafaei2024VoRFinal published version, 1.18 MBLicence: CC BY

Cite this

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The influence of technology use on learning skills among generation Z: A gender and cross-country analysis

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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