Learning in the Digital Age: Evaluating the Transformative Effects of Educational Technologies

This research evaluates the learning impact of educational technologies on undergraduate students in the National Open University of Nigeria (NOUN). To understand their experience and perception of e-learning, an online questionnaire survey was sent to 150 students. For data analysis, Partial Least Squares Structural Equation Modeling (PLS-SEM) was used, which is effective in validating intricate correlations between hidden variables. The research adds to the existing constructs of Perceived Usefulness and Perceived Ease of Use by adding new variables, Digital Literacy and Engagement, thus expanding the conventional theories. The results show that Learning Outcome is predicted by Perceived Usefulness as well as Digital Literacy, which are both determined by e-learning platform usage. Engagement is also a significant contributor to learning outcomes. Perceived Ease of Use's influence on Learning Outcome is demonstrated in the results to be nonexistent. Thus, the opportunity to shift to more inclusive, innovative, and future ready learning environments is available, and they are also responses to the 
demands of the ever-evolving digital world.