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Top1. Introduction
As today's educational endeavour is becoming more and more technology-driven, motivational factors are becoming very crucial (Van den Beemt, Akkerman, & Simons, 2011). Challenging the existing notion of Digital Natives, research has revealed that there are remarkable differences in how students are oriented towards ICT (Gurung & Rutledge, 2014; Kennedy, et al., 2010; Joines, Scherer & Scheufele, 2003). These differences are essential for understanding the nuances of usage level digital divide and the implications of differentiated use on educational outcomes and returns (Hernandez et al., 2011; Hargittai, E., & Hinnant, 2008; Kennedy, et al., 2010). The rationale behind understanding differences in student’s ICT usage motives falls within two larger theoretical frameworks. One framework is more central to psychological perspectives on ICT and focuses on identifying problematic ICT or internet usage behaviours for example internet addiction (Perugini & Solano, 2020; Kircaburun, Alhabash, Tosuntaş, 2020; Wang et al. 2011; LaRose, Lin, & Eastin, 2003). Another perspective is more sociological and focuses on class, gender and social differences in digital usage, which falls within the larger framework of the digital divide (Larose, Mastro & Eastin, 2004; Hargittai & Hinnant, 2008). Research has further elaborated on the political and social implications of such differences. The argument is supported by a significant amount of research suggesting that the distribution and utilization of digital resources within the society is patterned along with the existing social and economic positions of individuals and groups (Hargittai, 2018). The focus on motivational differences in personalised ICT use is also essential in the current educational system where ICT based ubiquitous learning is becoming more and more crucial.