THE IMPACT OF TECHNOLOGY-BASED LEARNING ON STUDENTS’ AFFECTIVE, BEHAVIORAL, AND COGNITIVE ENGAGEMENT IN EFL HIGHER EDUCATION

Abstract

As technology continues to advance, it is crucial to examine its impact on student engagement to inform educational practices and pedagogical strategies. This research aims to investigate whether there is a significant difference in student engagement between the use of technology-based learning and traditional learning, as well as to identify the specific dimensions of student engagement (affective, behavioral, cognitive) that is mostly influenced by technology-based learning A pre-experimental study was conducted to compare the impact of technology-based instruction and traditional instruction on student engagement among higher education students. The data was collected through questionnaires distributed before and after the intervention using technology-based learning to 29 respondents and a ttest was employed to find out the differences between pre-test and post-test. The result revealed significant differences between students’ engagement before and after the implementation of technologybased learning, implying that integrating technology into the instructional process positively influences student engagement. The most significant improvement among the three dimensions was in the affective domain. The visual and multimedia components of technology-based learning also contribute to affective engagement. Videos, simulations, and interactive activities captivate students’ attention, evoke curiosity, and create memorable learning experiences. These engaging and immersive elements stimulate positive emotions, such as enthusiasm, enjoyment, and interest, thereby enhancing affective engagement. The result implies that educators should embrace technology-based learning approaches to promote positive emotional experiences, motivation, and student engagement, ultimately leading to improved learning outcomes.