Bridging the digital divide: analyzing educational inequality in technology access between urban and rural schools in China

Ying Bi, Zulkarnain A. Hatta · 2025 · Perspectives of science and education

Summary. This study examined how technological self-efficacy, chatbot acceptance, and task-technology fit affect student academic performance in Chinese schools. Using data from 302 students, researchers found that technological self-efficacy alone did not directly improve performance, but technology use in learning mediated this relationship. Both chatbot acceptance and task-technology fit significantly moderated the effects, suggesting that aligning technology with educational tasks and building student confidence in technology use improves learning outcomes.

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@article{bi-2025-bridging-digital-divide-analyzing-educational,
  title   = {Bridging the digital divide: analyzing educational inequality in technology access between urban and rural schools in China},
  author  = {Ying Bi and Zulkarnain A. Hatta},
  journal = {Perspectives of science and education},
  year    = {2025},
  doi     = {10.32744/pse.2025.5.46},
  url     = {https://doi.org/10.32744/pse.2025.5.46}
}

TY  - JOUR
TI  - Bridging the digital divide: analyzing educational inequality in technology access between urban and rural schools in China
AU  - Ying Bi
AU  - Zulkarnain A. Hatta
JO  - Perspectives of science and education
PY  - 2025
DO  - 10.32744/pse.2025.5.46
UR  - https://doi.org/10.32744/pse.2025.5.46
ER  - 

Details

DOI

10.32744/pse.2025.5.46

Countries

China

Regions

Asia

Categories

education, broadband-and-digital, general-innovation

Added

2026-05-01