Through the review of several journal articles on the adoption of information and communication technologies (ICTs) and how it impacts students’ motivation to continue with their studies or to drop out of their academic program, this study aims to review the literature on the impact of ICTs on student motivation at a university.
This paper is based on a systematic literature review steered by the PRISMA guidelines. This paper uses both Durban University of Technology subscription-based and publicly available papers. The research articles examined were published between 2018 and 2023 in Scopus, Web of Science and ScienceDirect.
Reviewed literature bespeaks that ICTs can increase student motivation by enhancing interactive, engaging and individualized learning. Digital technologies that engage students and offer a more engaging learning environment include instructional apps, online simulations and multimedia content. Using ICTs may be useful in lowering university dropout rates.
The systematic review yielded valuable insights for both academic research and real-world applications in education regarding the Durban University of Technology. The study offers a comprehensive analysis of the nexus between ICTs and student motivation.
Introduction
Research reveals that information and communication technologies (ICTs) play a significant role in the lives of individuals and organizations alike. ICTs consist of a variety of communication technologies such as mobile applications, computers, software and other media applications that deliver information to users in a digital form (Koh et al., 2022). Studies conducted by Belagra and Draoui (2018) have shown that teachers have a direct effect on students’ motivation, and numerous studies have shown that teachers can inspire or demotivate them.
Okoye et al. (2021) stated that ICTs have become integral components of modern education, revolutionizing teaching and learning practices in higher education institutions (HEIs) worldwide. In recent years, there has been a growing interest in comprehending the impact of ICTs on student motivation, engagement and learning outcomes within the higher education context. This systematic review aims to provide a comprehensive examination of the existing literature regarding the influence of ICTs on student motivation, drawing insights from selected HEIs.
Motivation is a critical factor in determining students’ academic success and persistence in higher education (Bin Abdulrahman et al., 2023). As such, understanding how ICTs can enhance or hinder student motivation is essential for educators, administrators and policymakers seeking to optimize the use of technology in higher education settings. By conducting a systematic review, this study seeks to synthesize and analyze the findings of previous research on this topic, identify key trends, gaps and areas for future investigation, and offer researcher reflections based on insights gleaned from selected HEIs.
The usage of information and communication technologies in the institution of higher learning
A university that uses ICTs is an ideal scenario, regardless of whether it is situated in Africa or not. Ahmad and Sheikh (2022) suggest that humans are now heavily reliant on ICTs on a daily basis. With these technologies, users are able to access information through a variety of communication devices, including cellphones, desktops, laptops, the internet, Wi-Fi devices and multi-media tools.
It has been contended by Abdullayev (2020) that one method of enhancing motivation for learning is through the use of ICT in the educational process. Both students and lecturers are able to develop their creative personalities through the use of ICTs. Learning management systems (LMSs) are among the many ICTs used by the university and can be defined as online learning technologies used to create, manage and deliver course content (Turnbull et al., 2019).
Ghanaian researcher Adarkwah (2021) argued that in addition to the benefits of social upliftment, ICT facilitates teaching and e-learning activities, which benefit teaching, learning and research. The study conducted in Zimbabwe by Rudhumbu (2022) highlighted the need for universities to increase investment in ICT infrastructure as well as in capacitating students with the necessary ICT skills for the optimum use of institutional ICT infrastructure to enhance the blended learning mode. The study further argued that without appropriate ICT infrastructure and necessary skill this could lead to low motivation among students apropos accepting digital technologies. This is a clear indication that all universities should embrace this innovation.
Problem statement
Ahmad and Sheikh (2022) asserted that students today already have access to information technology gadgets like laptops, computers, mobile phones, etc.; therefore, it is equally important to also investigate the impact these tools have on students’ motivation. Several students in South Africa come from rural areas where digital infrastructure and electricity are limited; therefore, access to these devices varies. If technology resource-starved students are enrolled in technology endowed universities or colleges, they are likely to experience challenges because of the lack of necessary knowledge and skill sets (such as digital and metaliteracy models, among many) to navigate the wide range of the ICT resources, for example, LMSs. A metaliteracy approach is ideal for fostering a spirit of active learning, critical involvement and reflection in higher education, according to Durodolu et al. (2021). Therefore, the introduction of ICT technologically challenged students could impair their morale and their exuberance to continue with their studies. Unfortunately, the failure to address this issue could jeopardize university retention tactics and lead to a rise in the dropout rate. The sad reality is that the dissemination ICTs in tribal communities remains a challenging endeavor, especially given their socioeconomic circumstances, ethnocultural contexts and a host of infrastructure and access-related challenges vis-a vis the digital divide (Nayak et al., 2020).
Research questions
What is the perceived effectiveness of LMSs?
How do various ICTs, including learning management systems, online platforms and educational software, influence student motivation?
How can insights from existing studies guide the effective use of ICTs to enhance student motivation in higher education?
Literature review
There is a plethora of information available worldwide regarding ICT adoption, application, merits and demerits advantages and effects on people and businesses. This review examined 29 empirical studies published in peer-reviewed journals from 2018 to 2023 that investigated the impact of ICTs on students’ motivation at the university, the use of computers and ICTs for learning, including academic writing. Table 1 provides an overview of the sources reviewed for the study.
Chisita (2020) and Haleem et al. (2022) postulated that the COVID-19 pandemic compelled educational institutions to switch to an online learning environment to maintain the system. Developed countries were well-prepared to handle this disaster. Although there has been progress in the world regarding increasing the usage of the internet and ICT, the digital divide between developed and underdeveloped nations still exists (United Nations, 2019). However, Afawubo and Noglo (2022) asserted that developing nations have little choice but to leapfrog to more advanced technologies when it comes to adopting emerging technologies. The development of ICT abilities among university students seem to be a peripheral issue due to economic challenges. Overall, the interruption had a persistent negative impact on historically disadvantaged students. Hence, over extended periods of online learning, student experiences and learning outcomes should be closely watched and encouraged to prevent aggravating educational disparities (Alon et al., 2023).
Researchers and policy officials alike are continuing to show more interest in the contentious topic of how ICT affects academic performance. The beneficial effects of ICTs on education have enthralled policymakers, who have made significant investments in this field. The evidence from science, however, is not entirely in favor of this endeavor (Fernández-Gutiérrez et al., 2020). Additionally, ICTs promotes student participation through increased teacher–student and peer relationships (Asad et al., 2022).
According to a Singaporean study, ICTs can benefit students even in physical education (PE). The findings of this investigation suggest that ICTs can benefit students when they are used and underpinned by a clear pedagogical goal (Komar et al., 2022). Similarly, the Spanish study done by Murillo-Zamorano et al. (2019) reveals that students’ knowledge is directly and favorably impacted by flipped classrooms and the study found out that students in flipped classrooms gained skill acquisition and development, according to earlier research.
In the context of secondary education, which is not foreign to this study, the study conducted in Portugal asserted that because technology is more akin to what students like and use in their everyday lives, it can significantly increase students’ motivation. Additionally, integrating technology into the classroom can support student-centered learning, which advances the growth of abilities like independence, critical thinking, self-directed learning and self-esteem (Ferreira et al., 2021). Given that Portugal has made early educational investments in its youth development programs confirms that the country has the potential to overcome difficulties amongst students who lack digital literacy.
According to Asad et al. (2022), a Pakistan study found that students’ intrinsic, extrinsic and interest levels are significantly impacted by asynchronous Web-based learning environment (WBLE). Based on the degree of mean range of asynchronous WBLE, the results showed that mathematics students benefit. Similarly, in Poland, Stecuła and Wolniak (2022) posit that the more proficient a student is with information technology, the higher their assessment of the benefits of innovative e-learning; the more resources available to students to engage in e-learning activities, the higher their assessment of the benefits of e-learning; and the more frequently innovative e-learning solutions are implemented in a particular university, the higher their assessment of the benefits of e-learning.
The study primarily focuses on student capacity building as a domain that will provide favorable outcomes for optimum ICT usage. The research conducted by Gómez-Tejedor et al. (2020) in Europe demonstrated the considerable benefits of ICT use in the field of higher education. According to the statistical study conducted by Gómez-Tejedor et al. (2020), it was asserted that there was a statistically significant difference between the students’ academic performance in both subjects under the flipped teaching method (FT) and the traditional method (TM) also known as legacy method. Additionally, Murillo-Zamorano et al. (2019) research supports the beneficial effects of the flipped classroom on students’ engagement in discourse, knowledge and skills acquisition. This study offers academics insightful conclusions and helpful recommendations regarding ICT adaptation to enhance learning activities.
The study by Alon et al. (2023) conducted in the USA asserted that the disruptions that arose from the lasting negative impact of the COVID-19 pandemic on the historically disadvantaged students. Hence, over extended periods of online learning, student experiences and learning outcomes should be closely examined and encouraged to prevent aggravating educational disparities. Despite higher assessment marks during emergency online learning, Alon et al. (2023) found that achievement gaps for students from ethnic minorities worsened when the shift from emergency to sustained online learning occurred. While switching from emergency to sustainable online learning increased the overall quality of the course (Alon et al., 2023), it also affected students with low ICT aptitude. The subsequent section contextualizes ICT capacity development with reference to Asia and Africa.
In the context of Asia, China acknowledged that ICTs were beneficial for learning and research studies as evidenced by the integration of ICTs into their educational systems via a gradual and intricate process (Cao et al., 2022). China’s swift advancement of ICT has resulted in a remarkable digital transformation as evidenced by the adaptation of digital technologies in its educational system. Cao et al. (2022) further argued that ICT usage in the classroom changes traditional instruction into new instruction that is geared to fulfil the needs, demands and expectations of a techno-savvy modern learner. This raises the quality of education by enhancing student motivation, using a variety of knowledge sources and helping students develop their functional skills. All this is done with the ultimate goal of improving learning outcomes.
According to a study conducted by Hu et al. (2018), which assessed and monitored how ICT-related factors affected student academic performance, the preceding study examined how ICTs affected student motivation at a selected South African university. In spite of significant attempts to comprehend the connection between ICTs and student learning, further research in this area is required (Hu et al., 2018). Another study conducted in China found that mobile-based customer requirement technologies (CRS) as a helpful and efficient tool for encouraging learners to interact with the material, raising students’ motivation levels and increasing their engagement with acquiring entrepreneurial information (Wu et al., 2019).
The Japanese took a different approach to ascertain the efficacy of how ICT can enhance existing educational programs. Higuchi et al. (2020) conducted a randomized controlled trial (RCT) in which they probed Japanese high school students pursuing English resources through ICTs to determine their level of motivation. This shows how, in contrast to the African context, they are looking at diverse ways to integrate ICTs into all areas of human endeavor, rather than concentrating on adoption and infrastructure challenges. The study’s conclusions suggest further research into the effective strategies for motivating students, particularly those who tend to procrastinate in using ICT apps, for example, mobile technologies and LMSs that is the focus of this study. Another study conducted in Japan examined Skype as their communication tool with their professor and highlighted the importance of maintaining students’ motivation to continue using ICT assisted learning programs, even if they were not already incorporated into the existing curriculum (Higuchi et al., 2020).
The increasing usage of ICTs in the 21st century has caused a paradigm shift in education because it has a high degree of transformative power. With the development of ICT, open, online and flexible learning has moved from being an afterthought in mainstream education to an everyday experience for those institutions that are technologically resource endowed (Kumar and Kumar, 2020).
Capacity development on ICT skill remains the subject matter in African continent [African Union Continental Education Strategy for Africa (CESA), 2016]. African countries are obliged to use ICT to improve education and training access, quality and management under the strategic objective of the African Union (AU). A study conducted in Austria by Foster and Stagl (2018) noted the paucity of research focusing on equipping students with the requisite digital skills. This study argued that education should provide students with the knowledge, abilities, values and mindset necessary to become change agents for sustainability.
With reference to Africa, the adoption of ICTs in Africa differs from nation to nation due to varying degrees of economic stability. The use of ICTs and their advantages are acknowledged; nonetheless, concerns with digital skills and infrastructure deficiencies remain unaddressed. In most European countries, challenges related to IT infrastructure, affordability, digital skills and technology acceptance, adoption and implementation is key priority. These problems still exist in the African context. There is a dearth of research on ICTs and their effects on students’ motivation in the African context. This confirms the study’s potential to pursue further research to unpack the contentious issues apropos the topic.
According to the study conducted in Burkina Faso, the usage of ICTs in the classroom has also been linked to elevated levels of stress and anxiety among students. The use of the wrong tools and limited technical literacy were blamed for these elevated levels of stress and anxiety (Pilabré et al., 2021).
This study, conducted in Nigeria by (Ukut and Krairit, 2019), focused on how instructors and students view students’ performance according to the unified theory of acceptance and use of technology (UTAUT). Similarly, the purpose of the aforementioned study was to suggest other variables that may be added to the UTAUT model to expand it and make it more suitable for usage in educational settings (Ukut and Krairit, 2019). According to the study’s findings, it is clear that Africa is still in the adoption and acceptance stage, if not the infrastructure development stage. This study, however, is pertinent to ongoing research endeavors as it attempted to assess the impact of ICTs on students’ academic achievement.
According to a Moroccan study, El Janous et al. (2022), as technology advances, educational institutions are forced to adopt new approaches, suggesting that through this process, they discovered the value of incorporating ICT into the classroom as an active teaching strategy that enhances learning outcomes and increases student motivation in the earth and the biological sciences (El Janous et al., 2022).
As technology develops, educational institutions are compelled to adopt new methods in sync with a Moroccan study on the integration of ICTs (El Janous et al., 2022). The aforementioned study suggested that integrating ICT into the classroom served as an active teaching strategy that enhances learning outcomes and increases student motivation in the fields of earth and biological sciences (El Janous et al., 2022).
El Janous et al. (2022) proclaimed that current technological revolutions are prompting secondary schools and university institutions to adopt creative approaches and replace traditional or legacy instruction models. This shift includes actively integrating ICT into the classroom via a teaching strategy proven to enhance learning outcomes and student motivation, particularly in the earth and life sciences. Using digital resources for the earth science and the life science courses positively impacts student achievement. This study, specifically focusing on third-year students, demonstrated the favorable effects of ICT, including digital tools provided by the minister, on academic performance (El Janous et al., 2022). In the African context, specifically South Africa, the evaluation and identification of schools with ICT availability and students’ home ICT use lag behind Morocco regarding technological advancements.
Overall, the systematic review underscores the need for further research and innovation in the integration of ICTs into higher education to enhance student motivation and learning outcomes. By addressing challenges, leveraging best practices and promoting digital inclusion, HEIs can harness the potential of ICTs to create engaging, dynamic and student-cantered learning environments that foster motivation, empowerment and academic success.
Methodology
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was used for the study since it is befitting for meta-analysis. Over the past decade, advances in systematic review methodology and terminology have necessitated an update to the guideline. The PRISMA systematic literature review was conducted in accordance with the PRISMA standards. PRISMA is a minimum set of evidence based elements for reporting in systematic reviews and meta-analyses (Khomo et al., 2023). Through a qualitative meta-analysis (QMA), this study investigated the qualitative aspects of ICTs on student motivation at a selected South African university using a comprehensive analysis of findings from selected publications from scholarly databases.
Inclusion criteria
With regard to methodological transparency, the researchers selected 285 diverse types of documents for systematic review and the PRISMA framework was used in inclusion and exclusion criteria. The study includes papers that address the relationship between ICT and students’ motivation, or studies that are related to it. Among the requirements for inclusion were the following:
the publication dates from 2018 to 2023;
relevance of the study;
the African context of the study; and
written in English language.
The researchers included the following: studies focusing on the impact of ICTs on student motivation in higher education settings. Research specifically addressing the use of ICTs to enhance student motivation, engagement and learning outcomes. Studies involving students enrolled in HEIs, including undergraduate, graduate and postgraduate levels.
The research focused on scholarly outputs conducted in diverse disciplinary fields and academic programs. Research studies investigating various ICT interventions, including, but not limited to, e-learning platforms, online courses, digital resources, educational software, mobile applications and virtual reality/augmented reality tools were used for the study. Furthermore, studies examining the use of ICTs for different educational purposes, such as course delivery, content delivery, collaborative learning, assessment and feedback were also used.
Exclusion criterion
reviews excluded;
erratum excluded;
retracted works excluded; and
one times article in press.
The researcher excluded the following: non-peer-reviewed articles, editorials, opinion pieces, book reviews and gray literature sources from the review. Studies published in languages other than English were excluded because of lack of translation services. Studies exclusively investigating the use of ICTs for administrative purposes, institutional management or non-academic functions. Research focusing on specific ICT tools or platforms without broader implications for student motivation and engagement. Studies that did not include student motivation, engagement, satisfaction or learning outcomes as primary or secondary outcomes were excluded. Research lacking empirical data or methodological rigor in assessing the impact of ICTs on student motivation were also excluded.
Selection per database
12 × documents in Scopus.
9 × documents in Web of Science.
10 documents in ScienceDirect.
Scopus: Of the 25 documents retrieved from Scopus, one of these documents was retracted and two originated in Africa – Nigeria and Morocco. The remaining documents were selected from Europe and Asia. Of those documents, 11 were retained for the ultimate examination.
Web of Science: Nine of the 84 documents that were obtained from the Web of Science database were chosen were included in this review. And, one article came from Burkina Faso.
Search strategy
The research around the ICT has been vastly conducted but not much has been investigated on the impact of ICTs on students’ motivation, with specific reference to the students coming from under-privileged rural areas.
As illustrated in Keyword Search on each database used, three databases were selected (Scopus, Science Direct and Web of Science) to conduct the systematic review. The selection of these databases was based on reputation these databases have on the research fraternity. Web of Science carries that weight, Science Direct on the basic of relevance and Scopus as an abstract and citation database of peer-reviewed literature that covers scientific journals, books and conference proceedings and covers a wide span of topics in the fields the life sciences, physical sciences, health sciences, social sciences and humanities.
impact of information communication technology on students’ motivation (Topic) and 2023 or 2018 or 2019 or 2020 or 2021 or 2022 (Publication Years) and English (Languages) and Review Article (Exclude – Document Types)
Scopus:
TITLE-ABS-KEY (impact AND of “information and communication technology” on “students’ motivation”) AND PUBYEAR > 2017 AND PUBYEAR < 2024 AND (LIMIT-TO (LANGUAGE, “English”))
ScienceDirect:
[…] impact of “information and communication technology” on “students’ motivation” AND 2018 OR 2019 OR 2020 OR 2021 0R 2022 OR 2023 (ENGLISH)
The bibliographic searches were conducted on the August 1, 2023, using exact terms impact of “Information and communication technology,” “students’ motivation” in ALL FIELDS because using Title, Keywords, Abstract option yielded very minimal results. The searches were restricted to 2018–2023 publication dates on all databases used, which were English-produced materials. Below is the table of keyword search used in navigating three databases, namely, Web of science, Scopus and ScienceDirect.
Keyword search used on each database
The results also excluded the following document type: erratum, retracted and reviews. Table 2 shows the results of all the databases used in the search strategy. Table 2 shows diverse types of documents found from three databases used in the search strategy.
All the documents that were retrieved from Web of Science, ScienceDirect and Scopus are shown in Table 2. These were not yet carefully examined to determine which ones were most pertinent to be included in the study.
Out of 285 papers, all document kinds that were extracted from the three databases were carefully examined and rigorously examined to select the most pertinent documents, as highlight in Figure 1. It can be deduced from Figure 2 that all the documents obtained may have been included in the study depending on their relevancy to the study. The majority of the documents were articles, with the highest count in ScienceDirect (173), followed by Web of Science (84) and Scopus (17). Book chapters: a smaller representation compared to articles, with S/Direct accounting for the majority (three out of four) of the book chapters. There were a total of six conference papers, all indexed in Scopus. There were no books indexed by major search engines, namely, (WOS; ScienceDirect and Scopus). There was one retracted document indexed by Scopus. Journal articles were the most prevalent document type, with ScienceDirect having the highest count, indicating a focus on articles within that source. Scopus accommodates conference papers, as all six documented were indexed in this source. There was a limited representation of books and retracted documents. These sources were minimal or not represented during this period across all sources. This data provides an overview of the distribution of document types in WOS, Scopus and ScienceDirect between 2018 and 2023, revealing their focus areas and the types of documents they indexed during this time frame (Figure 1).
Out of 285 papers, all document kinds that were taken from the three databases were carefully examined and rigorously questioned to select the most pertinent documents. This indicates that all the documents that were obtained may have been included in the study, but it all depended on how relevant they were. The PRISMA diagram (Figure 2) will help us in showing the inclusion and exclusion criteria.
Finding, discussions and recommendations
The information retrieved was limited to what Durban University subscribed to in terms of the Databases: Scopus, Web of Science and ScienceDirect, as illustrated in Figure 1. Although there are many databases available, the researcher chose the three listed above for this investigation because they contain materials that have undergone peer review. Only the years 2018–2023 were included in the searches. Duplicates from the previously evaluated literature were eliminated throughout the screening procedure. Research indicates that ICTs have a favorable effect on students’ achievement both locally and internationally, and that well-integrated ICTs yield positive results. The literature on students’ motivation, however, lacked sufficient details, leaving readers to surmise that these technological tools also affect students’ motivation. According to the Saudi Arabian study Tashtoush et al. (2023), when compared to traditional education techniques, the ICT-based approach had a greater significant impact on students’ mathematics academic enthusiasm (MAE) for the cognitive and behavioral subscales. It did, however, also highlight the need for more study on students’ enthusiasm for other novel teaching strategies and the effects of ICT on other factors like motivation, arithmetic achievement and attitudes about the subject, which is the subject of this current study.
The literature review reveals that ICTs have a positive impact on students’ achievement and well-integrated ICTs proved to yield good results among students (Anwana and Aroba, 2022; Aroba, 2022; Aroba et al., 2023a, Aroba et al., 2023b, Aroba, 2024a, Aroba, 2024b). It is left with the readers to assume that students’ motivation is also impacted by these technological tools, research did not say much on this area of research. However, the African context comes in the study done by (Rudhumbu, 2022) where it was revealed that students may get unmotivated and have unfavorable attitudes about blended learning if there is insufficient and inappropriate ICT infrastructure and skills in place. This could ultimately have an impact on their acceptance of the learning style.
According to a study done in Pakistan, ICTs have the ability to keep students in universities. It was discovered that ICT has a beneficial impact on students’ academic performance and is particularly important for chemistry retention (Ahmad and Sheikh, 2022). Regardless of the situation, ICT adoption and use are essential for decreasing poverty and granting citizens agency over their own development (Frans and Pather, 2022). Evidence also suggests that for rural people to properly use ICTs, they need to receive proper skill training (Frans and Pather, 2022). A Malaysian study argued that it was anticipated that this action will close the digital gap in technology use across all communities and give every student the chance to experiment with, use and hone a variety of ICT skills (Halili and Sulaiman, 2019). This study further suggested that financial challenges involve high costs for the purchase of hardware and software and social factors include the aspect of rural “technophobes” not wanting to use ICT resulting from rural communities not understanding the benefits and advantages of using ICT. Students coming from such communities are most likely to face challenges in when they face university life.
The adoption of ICTs in Africa differs greatly from that of developed nations. The disparity is apparent across the body of work. All countries can agree on the notion that ICTs are highly advantageous to individuals and groups. The impacts and implications of these tools on students in university settings are the subject of a specialized field that needs more research to be done. One topic that is rarely discussed is the use of ICTs in African contexts. African universities use LMSs and hope that students would use them; appropriate evaluation is lacking. According to Mwapwele et al. (2019) many ICT interventions meet with failure when the recipients of the intervention struggle to sustain the tools introduced and used during the project. In developing nations, ICTs are revolutionizing and improving many facets of higher education. There is a dearth of research on university capacity building for rural students to enable a seamless transfer and close the geographic gap caused by the digital divide. The study seeks to bridge that gap by proposing recommendations to universities.
The systematic review revealed a significant body of literature supporting the positive impact of ICTs on student motivation in higher education. Studies consistently reported that ICTs enhance student engagement, motivation and learning outcomes by providing access to digital resources, facilitating collaborative learning and offering personalized learning experiences. Despite the overall positive findings, the review also identified challenges and limitations associated with the use of ICTs in promoting student motivation. Digital inequality, technological barriers and concerns about the overreliance on technology were among the key challenges reported in the literature.
Conclusion
To sum up, this systematic analysis elaborates on how ICTs affect students’ motivation in the setting of HEIs; conclusions and implications have been drawn from a thorough analysis of the corpus of research on selected HEIs as well as researcher views relating to the area of study. First, the review highlighted the significant impact of ICTs on student motivation, with several studies indicating a positive association between the use of technology and student engagement, motivation and learning outcomes. ICTs offer a wealth of tools and resources that enable them to take charge of their education, work together with classmates, access course materials and get feedback quickly. This increases students’ motivation and achievement in the classroom.
In well-developed countries where ICTs are ubiquitous, the issue of infrastructure and the lack of digitals skills are not their main concerns, but these countries are looking at how they can enhance the uptake of ICTs to maximize the benefits. ICT skills training for students at the university level is not on their priority as their students seemed to be well versed with digital skills. In the African context, the adoption of ICTs varies from country to country. The adoption of ICTs and the benefits these tools have is not disputed; however, the lack of infrastructure and the issues of capacity development on digital skills is deemed high priority.
It is imperative to ensure that the necessary digital infrastructure and human capital are in place to ensure sustainability of ICT adaptation within academic institutions.
Recommendation for future research
This study recommends the following:
ICTs should be effectively introduced to students at universities and their proficiency should be strengthened to enable them to make optimum use of LMSs.
Students who were marginalized due to their rural geographical location should receive special attention to enhance their skills and knowledge in navigating LMs with ease;
HEIs should strategize on how to sustain students ICTs literacy to empower them achieve academic success through effective use of the LMS.
The adaptation of metaliteracy pedagogical models would be ideal in empowering students with the necessary skills to make optimum use of the available ICT infrastructure for learning and research.
The researched papers yielded limited information regarding the impact and influence of ICTs on the motivation of African students. It is crucial to investigate how these ICTs affect students’ motivation, particularly for those from underprivileged backgrounds who were not exposed to technology due to a lack of ICT infrastructure. Further research is needed to explore innovative approaches to ICT integration, assess the long-term impact of technology on student motivation and learning outcomes and identify best practices for promoting digital inclusion and equitable access to technology in higher education.
The researchers acknowledge the support given to us by the ICT and Society Research Group, Information Systems, Durban University of Technology.
There was no funding but support in the form of time and access to internet.
Declaration of conflicting interests: The author declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.
