ICT Engagement and Learning Outcomes Among Lagos State University College of Medicine, Medical Students

Author Information

Arogunjo Richard Olalekan, Babcock University, Nigeria
Oluwatoyin Atinuke Omotayo, Bells University of Technology, Nigeria
Rukayat Folashade Atoyebi, Lagos Film School, Nigeria

Abstract

The Fourth Industrial Revolution has positioned information and communication technology (ICT) as a central driver of knowledge acquisition in higher education. Grounded in self-determination theory (SDT), this study examines ICT engagement, knowledge acquisition methods, and the effect of ICT engagement on learning outcomes among undergraduates at Lagos State University College of Medicine (LASUCOM) in Nigeria. A cross-sectional online survey using convenience sampling was administered to 509 undergraduates, collecting self-reported data on ICT engagement and perceived learning outcomes, which were analyzed using descriptive statistics in SPSS version 26. The findings revealed high ICT engagement: 94.1% actively used digital devices for academic work, and 89.2% reported confidence in ICT use, consistent with SDT's competence and autonomy dimensions of SDT. Lecture notes, educational websites, and digital databases dominated knowledge acquisition; however, printed textbooks remained relevant, reflecting a hybrid-learning orientation. Over 93% of participants reported perceiving that ICT tools enhance their content comprehension, extend learning beyond the classroom, and foster critical thinking; however, these perceptions were not validated against objective learning outcome measures. The cross-sectional, single-institution design and reliance on self-reported perceptions limit causal inference and generalizability. Institutional strategies should move beyond infrastructure provision to cultivate digital literacy, support self-regulated learning, and redesign curricula that leverage both traditional and digital resources in the 4IR context.

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