Mapping research in student engagement and educational technology in higher education: A systematic evidence map.

Autor/inn/en	Bond, Melissa; Buntins, Katja; Bedenlier, Svenja; Zawacki-Richter, Olaf; Kerres, Michael
Titel	Mapping research in student engagement and educational technology in higher education: A systematic evidence map. Gefälligkeitsübersetzung: Kartierung der Forschung im Bereich des studentischen Engagements und der Bildungstechnologie in der Hochschulbildung: Eine systematische Evidenzkarte.
Quelle	In: International journal of educational technology in higher education, 17 (2020) 2, S. 1-30Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-019-0176-8
Schlagwörter	Lernen; Unterweisung; Unterrichtsmedien; Computerunterstütztes Verfahren; Technologie; Engagement; E-Learning; Mobiles Endgerät; Internet; Student
Abstract	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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2