Mapping research in student engagement and educational technology in higher education: a systematic evidence map
2020
Digital technology has become a central aspect of higher education, inherently
affecting all aspects of the student experience. It has also been linked to an increase
in behavioural, affective and cognitive student engagement, the facilitation of which
is a central concern of educators. In order to delineate the complex nexus of
technology and student engagement, this article systematically maps research from
243 studies published between 2007 and 2016. Research within the corpus was
predominantly undertaken within the United States and the United Kingdom, with
only limited research undertaken in the Global South, and largely focused on the
fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics.
Studies most often used quantitative methods, followed by mixed methods, with
little qualitative research methods employed. Few studies provided a definition of
student engagement, and less than half were guided by a theoretical framework.
The courses investigated used blended learning and text-based tools (e.g. discussion
forums) most often, with undergraduate students as the primary target group.
Stemming from the use of educational technology, behavioural engagement was by
far the most often identified dimension, followed by affective and cognitive
engagement. This mapping article provides the grounds for further exploration into
discipline-specific use of technology to foster student engagement.
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