![]() Over the past decade, the conceptualisation and measurement of ‘student engagement’ has received increasing attention from researchers, practitioners, and policy makers alike. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. ![]() discussion forums) most often, with undergraduate students as the primary target group. The courses investigated used blended learning and text-based tools (e.g. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. ![]() 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. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 20. 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. Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. ![]()
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