TY - JOUR
T1 - Task-technology fit of Fourth Industrial Revolution (4IR) education technology for inquiry-based learning (IBL)
AU - Michael Ojetunde, Segun
AU - Ramnarain, Umesh
AU - Teo, Timothy
N1 - Publisher Copyright:
© 2024 International Council for Educational Media.
PY - 2025
Y1 - 2025
N2 - The acceptance of Fourth Industrial Revolution technology for teaching and learning during the pandemic lockdown suggests that a significant portion of educational interactions will shift online shortly. However, the suitability of this technology for inquiry-based learning requires further investigation. This study aimed to assess the effectiveness of Fourth Industrial Revolution educational technology in supporting inquiry-based learning. A cross-sectional study was conducted, and the data were analyzed. The results indicated that task and technology characteristics do not influence science teachers’ intentions to adopt online platforms for inquiry-based learning. In contrast, teacher social constructs–such as perceived ease of use, perceived usefulness, and attitude–do have an impact. Therefore, teachers’ willingness to adopt online platforms could facilitate education stakeholders’ efforts in training and adapting curricula for online teaching and learning activities.
AB - The acceptance of Fourth Industrial Revolution technology for teaching and learning during the pandemic lockdown suggests that a significant portion of educational interactions will shift online shortly. However, the suitability of this technology for inquiry-based learning requires further investigation. This study aimed to assess the effectiveness of Fourth Industrial Revolution educational technology in supporting inquiry-based learning. A cross-sectional study was conducted, and the data were analyzed. The results indicated that task and technology characteristics do not influence science teachers’ intentions to adopt online platforms for inquiry-based learning. In contrast, teacher social constructs–such as perceived ease of use, perceived usefulness, and attitude–do have an impact. Therefore, teachers’ willingness to adopt online platforms could facilitate education stakeholders’ efforts in training and adapting curricula for online teaching and learning activities.
KW - Fourth Industrial Revolution
KW - Inquiry-based learning
KW - online platforms
KW - task-technology fit
UR - http://www.scopus.com/inward/record.url?scp=85214227076&partnerID=8YFLogxK
U2 - 10.1080/09523987.2024.2441139
DO - 10.1080/09523987.2024.2441139
M3 - Review article
AN - SCOPUS:85214227076
SN - 0952-3987
JO - Educational Media International
JF - Educational Media International
ER -