Maximizing learning outcomes in the digital age: the role of microlearning for Gen Z

Abstract

Purpose Through this research, we aim to provide insights into how trainers can effectively utilize microlearning to enhance learning outcomes for Gen Z learners in this digital age. This study presents a model of microlearning for Gen Z driven by determinants of microlearning and factors contributing to the effectiveness of microlearning. Design/methodology/approach The paper reviews the literature to indicate the conceptualization of microlearning and Gen Z. The authors present a conceptual model indicating the proposed relationship. Findings The research suggests that microlearning is an effective way to learn new information, particularly in workplace training and education, and can lead to improved recall and retention of information and increased engagement and motivation among Gen Z. Originality/value This paper provides a conceptual framework for factors influencing the components of microlearning.