Recent studies have shown that factors influencing technology use include, but are not limited to, accessibility and availability. Several studies in developed countries revealed that digital division and experience significantly influence students’ attitude towards ICT utilization. However, there is lack of empirical evidence to show that such variables do influence ICT utilization by Nigerian students. This study examined the influence of digital divide and experience on Nigerian university students’ utilization of information communication technologies. Two research hypotheses were formulated for the study. A self-constructed and validated twenty-five- item instrument was used to gather information from one thousand and five hundred randomly selected respondents in three public universities in Ogun State, southwestern Nigeria, while t-test statistical method was used to analyze the data collected. Findings revealed that there is a significant difference in the perception of digital native and digital immigrant students in attitude towards ICT utilization (t = 3.25, p<0.05). The findings of this study also showed that there is no significant difference in the perception of digitally experienced and less experienced students in attitude towards ICT utilization(t = 1.16, p>0.05). Based on the findings, it was recommended that postgraduate students in Nigerian universities should be further encouraged not to allow age to influence their perception towards ICT utilization negatively. Also, Nigerian Government should subsidize the cost of ICT devices in order to make them affordable to all students.
The study examined influence of undergraduates’ perceived usefulness and ease of use of mobile technologies on its adoption for learning. Two research questions guided the study. Four hundred (400) students were randomly selected from the two purposively selected universities in Ogun State South West Nigeria. The study employed multiple regressions in the analysis of the data collected. From the result it was found out that undergraduate students’ perceived usefulness (=0.305, t=3.867, p<.05) has significant contribution on the adoption of mobile technologies for learning. Also, it was established that undergraduate students’ perceived ease of use (=0.151, t=1.992, p<.05) has significant contribution on the adoption of mobile technologies for learning. The study concluded that perception of students on the usefulness and ease of use influences adoption of mobile technology for learning. Amongst others, the study recommended the need to encourage undergraduates to adopt mobile technologies for learning instead of social media only.
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