Australasian Conference on Information Systems Alruthaya, Nguyen & Lokuge

2021, Sydney Digital Technology and Learning Characteristics of Gen Z

The Application of Digital Technology and the Learning

Characteristics of Generation Z in Higher Education
Research-in-progress
Ali Alruthaya
School of Accounting, Information Systems, and Supply Chain
RMIT University
Victoria, Australia
Email: [email protected]
Thanh-Thuy Nguyen
School of Accounting, Information Systems, and Supply Chain
RMIT University
Victoria, Australia
Email: [email protected]
Sachithra Lokuge
School of Business
University of Southern Queensland
Queensland, Australia
Email: [email protected]

Abstract
The Generation Z (Gen Z), or the digital natives have never experienced a life without the internet. In
addition, the advancement of digital technologies such as social media, smart mobile technologies,
cloud computing, and the Internet-of-things has transformed how individuals perform their day-to-
day activities. Especially for Gen Z, the use of digital technology has become an essential part of their
daily routine, as a result, challenging the norm. As such, Gen Z displays unique learning characteristics
which are different from previous generations. This change opens new avenues for exploring the
impact of digital technology on the learning characteristics of Gen Z and possible applications to the
higher education environment. By conducting a literature review of 80 studies, this paper presents a
comprehensive framework for understanding the influence of digital technologies on the learning
characteristics of Gen Z in higher education.
Keywords Generation Z, Digital Technology, Learning Characteristics, Higher Education.

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Australasian Conference on Information Systems Alruthaya, Nguyen & Lokuge
2021, Sydney Digital Technology and Learning Characteristics of Gen Z

1 Introduction
The advancement of digital technologies such as social media, smart mobile technologies, cloud
computing, analytics and Internet-of-things has become an essential part of day-to-day life due to their
pervasiveness, cost efficiency, ease-of-use and ease-of-configuration (Lokuge and Sedera.2014a;
Lokuge and Sedera.2014b; Nylén.2015). Young adults, especially Generation Z (Gen Z), who were born
after 1995 (Bell.2013), grew up with these technologies and as a result are familiar with these
technologies. Especially in economically developed countries, many young people have acquired
excessive technological skills before entering university (Lai and Hong.2015). However, smart mobile
and internet have become essential utilities even in developing countries (Silver et al.2019), which
means Gen Z is well equipped with technological skills. As a result, higher education sector needs to
pay attention to provide better services for Gen Z students. There are several challenges associated
with the application of current technology in education, and there is a fair amount of research devoted
to understanding the possible downsides of this trend (Lacka et al.2021). However, technologies can
enhance many elements of learning and self-learning (Lokuge et al.2020; Rosemann et al.2000;
Sedera and Lokuge.2019a). Some researchers believe that, as a result of being immersed in technology,
there is a fundamental difference in how Gen Z using technology in learning compared to prior
generations (Prensky.2001a).
The Gen Z, also known as ‘digital natives’ have unique learning styles such as multitasking in learning,
and a unique way of thinking and accessing information (Prensky.2001a; Prensky.2001b). As a result,
higher education teaching should adapt to these variances in order to suit “more technology-driven,
spontaneous, and multisensory” learning methods (Lai and Hong.2015). Therefore, if these statements
are shown to be true, digital technologies might have a big impact on curriculum design, teaching in
higher education. Despite the above circumstances, studies analysing the connection between digital
technology use and the learning characteristics of the Gen Z are scarce. As such, the objective of this
paper is to understand the impact of digital technologies in higher education for Gen Z.
The structure of the paper is as follows. Next section provides the details of the method followed in the
study. Then, the overview of the sample is provided and proposes the propositions and the research
framework based on the extant literature review. Finally, the findings of the analysis are discussed
highlighting the contributions to academia, practices, and future research areas.

2 Research Method
For the literature review, researchers searched for studies published between the 1st of January 2010
and the 31st of July 2021. To identify the relevant literature, a range of databases were searched
including ProQuest Central, ScienceDirect, Emerald, Google Scholar, and University online Library.
The keywords used for searching the literature consist of “characteristics of learning/or learning
characteristics,” “learner characteristics,” “digital technology/digital technologies use+ higher
education,” “Gen Z/Generation Z + higher education/or university(ies),” “Gen Z/Generation Z +
characteristics,” “Generation Z and iGeneration”. Initially, the researchers focused on articles
discussing the learning characteristics of Gen Z in general and in higher education, following by the
impacts of digital technology use in higher education and their association with Gen Z’s learning
characteristics.
The initial search resulted in identifying papers from ProQuest Central (772 results), ScienceDirect (42
results), Emerald (344 results), Google Scholar (1,640 results), and University online Library (126
results). Totally there were more than 2,900 results. Next, the researchers assessed all the titles of the
papers to remove any unrelated papers. This resulted in including papers published in high-ranked
journals including The British Journal of Educational Technology, Computers & Education,
Computers in Human Behavior, and Studies in Higher Education journals. In total, the researchers
collected 80 papers discussing the learning characteristics of Gen Z and the impact of digital
technology use on the sphere of higher education. Finally, through the analysis, the authors derived a
framework and the propositions.

3 Overview of the Literature Sample

The theoretical foundation of the generation is derived from two major sociologists Karl Mannheim,
and Norman Ryder (Ortiz-Pimentel et al.2020). Because the birth year is the most defining elements
of a person's identity (Mannheim.2013), each generation has its characteristics and features that differ
from the one before it (Eckleberry-Hunt and Tucciarone.2011; Sakdiyakorn et al.2021). In many social

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Australasian Conference on Information Systems Alruthaya, Nguyen & Lokuge
2021, Sydney Digital Technology and Learning Characteristics of Gen Z
sciences and humanities studies, the theory of the generation which classified the Generations to X, Y,
and Z, have received a significant attention (Pikhart and Klímová.2020).

3.1 Generation Z
Gen Z classification is more related to technology innovations that appeared especially the Internet
innovation. There is a difference in determining the birth of Generation Z Such as 1992 (Bell.2013),
1994 to 2010 (Król and Zdonek.2020), born after 1995 and the first digital generation (Shams et
al.2020; Smaliukiene et al.2020). According to Poláková and Klímová (2019) generation Z is the first
generation to have never experienced life before the Internet. Unsurprisingly, the technology
revolution was highlighted as a key effect on this group (Sakdiyakorn et al.2021). Their lives are
influenced by its usage, and they cannot imagine living without it since it has become a natural part of
their daily existence (Farrell and Phungsoonthorn.2020). Gen Z is thought to be avid consumers of
technology and truly digital indigenous people (Goh and Lee.2018). Generation Z is growing up in a
world saturated with technology and the Internet, complete with cell phones, video games, and
displays (Haddouche and Salomone.2018). Since early childhood, they have been exposed to digital
technology and virtual space, and they have become avid Internet users (Puchkova et al.2017).
According to Haddouche and Salomone (2018) sending of e-mails, SMS, and likes is an essential
component of Gen Z’s everyday existence. They can begin a video game with a neighbour and continue
it with a person on the opposite side of the world (Haddouche and Salomone.2018). This is why
Generation Z is often referred to as Generation C (connected), with the “C” standing for their extensive
usage of the Internet and social media for both personal and professional communication
(Hardey.2011). They are always linked to networks and are quick in all of their actions, including
decision-making (Hernandez-de-Menendez et al.2020a).
It is worth to mention that Generation Z is also known as the digital natives generation, a phrase
coined by Prensky (2001a), which refers to the generation born in the digital age (Persada et al.2019).
The N generation (Net), the D generation (Digital), the V generation (Viral), and the Google generation
are some of the nicknames for Generation Z (Cruz and Díaz.2016). Cruz and Díaz (2016) claim that
these nicknames all contain the same denominator, information, and communication technology
(ICT). Because of their technological addiction, they are also known as the iGeneration, Facebook
Generation, Gen Tech, Switchers, Online Generation and “always clicking” generation (Dolot.2018). In
addition, Gen Z has the ability to multitask an incredible amount of tasks at the same time (Demir and
Sönmez.2021; Puchkova et al.2017). Last but not least, this generation is obsessed with finding out
what is going on in its own social and family circle (Haddouche and Salomone.2018).
3.2 Learning Characteristics of Gen Z
Gen Z students have grown up in an age of technological advancement. As a result, they spend their
whole lives surrounded by a range of digital instruments, which have become vital in their everyday
lives (Poláková and Klímová.2019). Gen Z students rely on Google, social media, and YouTube as their
major resources for learning and performing research (Ashour.2020). They also get knowledge and
solutions to their queries from any source on the Internet, such as Wikipedia, YouTube videos, etc.
(Ashour.2020). So far, this generation of students have been able to access digital technologies more
than other generations (Sakdiyakorn et al.2021).
Because Gen Z students have spent their lives immersed in technology, some academics believe they
have a distinctive learning style (Hernandez-de-Menendez et al.2020b). Even though some prior
studies exposed that there are no significant differences between the Generation Z and previous
generations in learning characteristics (Lai and Hong.2015; Thinyane.2010; Thompson.2013), recent
researches confirmed that the differences exist (Hernandez-de-Menendez et al.2020b). For example,
one of the distinguishing features of Generation Z learners is their interest in, and attraction to, the
visual nature rather than reading texts without multimedia (Ashour.2020).
Students of Gen Z are observers and they like to observe others perform things before implementing
what they have learned and apply (Seemiller and Grace.2017). They also like hands-on learning
activities that allow them to instantly apply what they learn in the classroom to real-world situations.
Further, they want to know that the principles they are learning can be applied to more than simply a
practice scenario (Seemiller and Grace.2017). A recent survey found that more than half of Gen Z
students spend 1–3 hours each day on social media for personal reasons (Vizcaya-Moreno and Pérez-
Cañaveras.2020).
Social media has thus impacted on the learning characteristics of Gen Z with a need for obtaining fast
feedback. As a result of these unique learning features of the Gen Z, researchers recommend adapting

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Australasian Conference on Information Systems Alruthaya, Nguyen & Lokuge
2021, Sydney Digital Technology and Learning Characteristics of Gen Z
teaching methods to be more appropriate for the current generation of learners. Therefore, higher
institutions must change their teaching approaches associating with digital technology use to become
more visual, interactive, with immediate access to materials, and, most critically, to incorporate
technology use and social media/networking into the classroom (Cilliers.2017). As a result, the
researchers recommend integrating creative lectures (e.g., the uses of visual graphics or videos) with
digital simulation and case studies to increase engagement and learning levels (Vizcaya-Moreno and
Pérez-Cañaveras.2020).
These conclusions lead us to our first proposition:
P1: Gen Z’s learning characteristics necessitate advanced digital technology use in higher education
learning.
3.3 Digital Technology in Higher Education
Digital learning in higher education (HE) include interactive learning resources, digital content
learning, learning and teaching software or simulations that involve students in academic material,
access to academic publications, online and computer-based evaluation, instructive films, educative
articles, and a variety of other tools (Bower.2019). Wikis, blogs, social media, mobile applications,
virtual worlds, learning management systems, and the uses of other digital technologies are becoming
increasingly common in formal learning environments, particularly in online learning environments
such as massive open online courses (MOOCs), and in many of these cases, digital technology is the
means by which participants interact (Bower.2019; Lokuge and Sedera.2018; Sedera and
Lokuge.2017). Thus, digital technology use in learning in HE includes digital learning platforms,
mobile devices, social media, Augmented Reality, etc. M-learning or mobile learning has become more
and more popular, because of the low cost of communications and the excellent quality of mobile
devices (Park et al.2012), and is a subset of digital learning (Persada et al.2019). Mobile technologies
have the ability to break down geographical barriers and convert it into a faceless, virtual world
(Sedera and Lokuge.2019b; Sedera and Lokuge.2020) in the classroom (Nguyen et al.2015). Social
platforms like Facebook, Twitter and WeChat allow users to openly express their thoughts regarding
items in a timely way (Palekar et al.2015; Sedera et al.2016; Shang et al.2017).
Besides, higher education institutions are rapidly embracing digital technologies, such as using the
Virtual Learning Environment and Social Media for the students' benefit (Tess.2013), to drive towards
“student-centred” strategy (Evans.2014; Tess.2013). The uses of blended learning methods have been
encouraged, in which the applications of digital technology can be integrated with traditional
education in several levels (Poláková and Klímová.2019; Wang and Tahir.2020). For instance, from a
low level such as integrating a digital platform for learning and face-to-face instructors (Poláková and
Klímová.2019; (Hernandez-de-Menendez et al.2020a), to a high level such as the implementation of a
learning platform in courses, named Kahoot, which combines student response systems (SRS),
existing technological infrastructure, with students’ own digital devices, their social networking, and
games (Wang and Tahir.2020). As such, we derive our second proposition as follows.
P2: There are several typologies of digital technology use in HE
Level Digital Technology uses References
1 - Low Digital Platform for learning and face- Poláková and Klímová (2019), (Hernandez-
to-face instructors de-Menendez et al. (2020a), etc.
2 - Medium Digital platform integrated with social Persada et al. (2019), Bower (2019, Park et
media and mobile devices, and face-to- al. (2012), Shang et al. (2017), Evans
face instructors (2014), etc.
3 - High Digital platform, and social media Nguyen et al. (2015), Shang et al. (2017),
associated with mobile devices used in Bower (2019), Evans (2014), Tess (2013),
Virtual Learning Environment Wang and Tahir (2020), etc.
Table 1: Digital technology use of the students in higher education

Obviously there are number of researchers encouraged replacing traditional educational techniques
with digital learning (Szymkowiak et al.2021). To enable multimedia-based teaching, digital
technology must be strongly integrated into the curriculum, and all learners must have on-demand
access to learning resources (Lai and Hong.2015). In addition, Lai and Hong (2015) indicate that the
digital technology use in higher education must be considered following the students’ learning
demographics, such as students’ location, students’ age, students’ gender, students’ years, and etc. As
such, our third proposition is as follows:

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Australasian Conference on Information Systems Alruthaya, Nguyen & Lokuge
2021, Sydney Digital Technology and Learning Characteristics of Gen Z
P3: The digital technology use and Gen Z’s learning demographics are positively correlated.

4 Discussion
Based on our findings from the literature review and table 1, the following propositions and a
preliminary framework are developed.
P1: Gen Z’s learning characteristics necessitate advanced digital technology use in higher education
learning.
P2: There are several typologies of digital technology use in HE
P3: The digital technology use and Gen Z’s learning demographics are positively correlated.

Figure 1: Theoretical Research Framework

5 Conclusion
This study aims to explore the impact of digital technology on Gen Z in higher education by reviewing
previous literature from several disciplines to clarify the future vision of the research. It has been
suggested that the learning characteristics of Gen Z in higher education are unique and different from
previous generations. Moreover, understanding the connection between the digital technologies use
and Gen Z’s characteristics will support the policy-making and decision-making process in higher
education, both in terms of the right digital technology use and the adoption of blended learning
methods.
Obviously, not all regions of the world have the same challenges; some nations might have contextual
limits as a result of their educational systems and resources. As such, the framework that we have
proposed in this paper will provide guidance for understanding (i) how Gen Z’s learning characteristics
necessitate advanced digital technology use in HE learning, (ii) typologies of digital technology in HE,
and (iii) how the levels of digital technological use are characterised by the learning demographics of
Gen Z students. To provide further clarity, future research will be required focusing on conducting
empirical research on this topic.

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