The Connected Classroom: Leveraging EdTech to Enhance Student Engagement
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Abstract
This mixed-methods study examined university students' perceptions of the role of technology in promoting engagement, collaboration, and autonomy. Data were collected from 120 students (65 females and 55 miles) from three universities (Al-Mustansiriya University, University of Diyala, and University of Wasit) through participation in questionnaires, classroom observations, and open-ended feedback.
Results showed that students had highly positive viewpoints, with engagement (M=4.12) being the most strongly observed advantage, followed by collaboration (M=3.98) and autonomy (M=3.85). Inferential analysis revealed significant differences in perceptions of collaboration: female students reported higher scores than male students (t (118) =2.04, p=.04), and students from Al-Mustansiriyah University reported significantly higher collaboration than those from another (F (2,117) =3.67, p=.028). No significant differences were discovered for engagement or autonomy. Observational data revealed high levels of peer collaboration, while qualitative feedback highlighted key opportunities (e.g., learning flexibility) and challenges (e.g., communication issues, digital literacy gaps).
The results indicate that while technology is an effective tool for student engagement, its ability to enhance collaboration depends on demographic and institutional factors. The study underscores the importance of thoughtful pedagogical design and strong institutional support to leverage the potential of collaborative technology efficiently and equitably.
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