Connecting Generation Z information systems students to technology through the task-technology fit theory

Abstract

This study investigated how an interactive e-resource could be used to increase students’ performance for a specific Information Systems assignment given. As academics we are struggling to find sources that really talk to ‘Generation Z’ in the way they prefer to learn. We wanted to determine if we can create such a resource to increase students’ performance. This study investigates the usefulness of a self-created e-textbook for Systems Analysis and Design through the task-technology fit theory lens. A quantitative data analysis was conducted on a group of undergraduate Information Systems students. A significant association between the characteristics of the tasks and the technology used to perform the specific task was found. A significant association between the students’ understanding of the work and improving their knowledge as well as their contributions to a team was also found. Generation Z relies heavily on peers for assistance even though literature says that their social skills are under-developed. As academics we need to understand the Generation Z, and how they prefer to study, and then create content and tools for them so that they can broaden their knowledge and become life-long learners. Higher education institutions should become more student-centered and less lecturer-centered.