How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning?

Edward Venn, Jaeuk Park, Line Palle Andersen, Momna Hejmadi

Research output: Contribution to specialist publicationArticle

Abstract

A common theme in the literature on learning technologies is the way in which they can facilitate engagement both within and outside of the classroom. However, a lack of a scholarly consensus on what constitutes engagement renders problematic the issue of how one makes meaningful sense of the data presented in studies. This paper presents an integrative review that explores student engagement with learning technologies and identifies major themes and trends within the field. When viewed against the evidence-based claims of individual studies, common ubiquitous narratives concerning learning technologies are problematised. The paper concludes with suggestions for future research in this area in the light of its findings.
Original languageEnglish
Specialist publicationTeaching in Higher Education
PublisherTaylor and Francis
DOIs
Publication statusE-pub ahead of print - 26 Dec 2020

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