EXPLORING UNDERGRADUATE LEARNERS' TASK-TECHNOLOGY FIT (TTF) OF ADAPTIVE LEARNING PLATFORMS FOR VIRTUAL ENGAGEMENT IN DUAL-MODE UNIVERSITIES IN NORTH-CENTRAL, NIGERIA

The task-technology fit (TTF) of undergraduate learners on adaptive learning platforms for virtual engagement in dual-mode universities in the North-Central region of Nigeria was investigated in this study. The study investigated the availability and technological characteristics of adaptive learning platforms as well as undergraduate learners' task and individual characteristics for adaptive learning. It also sought to find out the extent of usage of such platforms for virtual engagement and the extent to which they influence learners' performance. A mixed-method approach was used to collect data through a questionnaire and an interview; the population comprised undergraduate learners across three purposively selected dual-mode federal universities. Data collection instruments included a validated questionnaire and an interview protocol, with reliability confirmed through a pilot study yielding a Cronbach's alpha of 0.82. Descriptive statistics (frequency, percentage, and mean) were applied to analyse the quantitative data collected for research purposes one to four, while thematic analysis was applied in interpreting the qualitative responses to research purpose 5. The findings revealed that adaptive learning platforms were largely available and accessible, with much variability in technology usability, learner task alignment, and individual engagement. Respondents attested to easier access to course materials and higher learning gratification; however, difficulties persisted with platform navigation, persistent personalisation, and incorporation of more sophisticated interactive features. Usage patterns ran the gamut from high-frequency engagement to occasional engagement. It is recommended that universities invest in continuous platform upgrades, structured user training, and inclusive feedback mechanisms to ensure adaptive systems remain learner-centred, functional, and responsive to evolving academic demands. The study adds to the corpus of knowledge on technology-enhanced learning in Nigeria while bringing forth some practical propositions for optimising adaptive learning within higher education contexts.