A Study on the Interrelationship of Technology Exposure, Learning Styles, and Academic Achievement among Generation Z in Andaman and Nicobar Islands

In the digital era, Generation Z—those born between the mid-1990s and early 2010s— have grown up immersed in technology, fundamentally shaping their learning behaviors and cognitive preferences. This study investigates the relationship between technology exposure, learning styles, and academic achievement among Generation Z students in the Andaman and Nicobar Islands, a geographically isolated region with unique socio-cultural dynamics. Using a descriptive survey method, data were collected from a sample of 500 students selected through simple random sampling. Standardized tools, including the Exposure to Technology Scale and Learning Style Scale, were administered to assess correlations using SPSS. The findings revealed a strong positive correlation between technology exposure and academic achievement, and learning styles such as spatial, verbal, auditory, kinesthetic, interpersonal, and intrapersonal demonstrated significant positive correlations with academic achievement, while logical learning style showed no significant relationship. Additionally, strong correlations were observed between technology exposure and certain learning styles especially spatial, kinesthetic, and intrapersonal while no significant association was found with interpersonal learning style.