Tech-Infused Learning: Exploring the Intersection of Technology Adoption and Knowledge Acquisition towards Self-Paced Learning in Higher Education

This study examined how technology adoption influences knowledge acquisition in self-paced online learning environments within higher education. It involved surveying 202 learners from the Central University of Jharkhand using a self-constructed five-point Likert scale questionnaire. The linear regression analysis revealed a significant positive relationship between technology adoption and knowledge acquisition (R² = 0.667). The results indicated that technology adoption was high among learners and positively correlated with knowledge acquisition (Beta= 0.816, p < 0.001), explaining 66.7% of the variance in knowledge acquisition. The analysis also found no significant differences in technology use based on gender (t = -0.286, p = 0.775) or geographic location (t = -1.29, p = 0.199). The findings emphasise that while technology adoption enhanced learning outcomes, neither gender nor geographic location influenced learners’ use of technology for education. Overall, the study highlighted the effectiveness of technology in self-paced online learning, suggesting that future research should focus on specific technological tools and their impact on educational success.