The Impact of Cognitive Psychology and Memory in ICT Utilization Among Female Academia in STEM Fields

Abstract

This study addresses how cognitive psychology and memory processes influence
the adoption and utilization of Information and Communication Technologies
(ICT) among female academia in Science, Technology, Engineering, and
Mathematics (STEM) fields. As ICT continues to reshape academic environments,
understanding the psychological underpinnings of its use becomes essential,
particularly in underrepresented groups such as women in STEM. Using a mixedmethods
approach, data were collected from 120 female STEM academia across
five Nigerian universities through structured questionnaires and in-depth
interviews. Results from the study show that higher cognitive load was significantly
negatively correlated with ICT usage frequency (r = -0.43, p < 0.01), and working
memory scores were positively associated with self-reported ICT competence (β =
0.38, p < 0.05). Findings reveal that cognitive factors such as working memory,
self-efficacy, and cognitive load significantly impact ICT usage patterns. Moreover,
age and academic rank moderate the relationship between memory retention and
ICT proficiency. The paper recommends that cognitive-based training programs
and institutional policies that support ICT competence and development, should
be implemented in Higher Education Institutions for female scholars in STEM.