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Abstract

Arising from the widespread use of and access to the internet, digital tools have rapidly increased over the past two decades. In a plural and contentious field, digital tools are anything that can aid a student in their learning process or beyond. This ranges from an internet-based referencing tool, desktop publishing software, online tutorials, simulations, computer-based writing programs, and a comprehensive suite of tools. Despite this, effect sizes for learning using digital tools do not favor schools' high adoption of such tools, swayed by important cognitive psychology data: students learn best when the material is tailored to their cognitive level, interactive, and when feedback is maximized. Digital tools can allow this learning to occur, but only if applied in a way consistent with the cited factors. Currently, schools' high use of digital tools could be associated with the 'just do it' approach to implementation, where benefits are expected to be immediate and intuitive without teacher training or severe consideration of tool design. This has resulted in teachers and students sometimes overvaluing tools with no sound cognitive foundation or evidence base. This criticism validates that learning should be based on 'what works' and not political/ideological preference. Despite this, many educational researchers from an education technology background agree that digital tools have transformative power to learning if used to reflect sound pedagogical design. This disparity between tool advocates and the broader educational community has fueled the current debate of whether digital tools are good/wrong for student learning and their uptake by schools. This review focuses on the impact of modern digital tools on students, with the scope being all associated aspects of schooling and student learning.

Keywords

Digital Tools Cognitive Psychology Pedagogical Design Educational Technology Implementation Strategy

Article Details

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How to Cite
Dennis , K. . (2024). The Impact of Digital Learning Tools on Student Motivation and Engagement. Convergence Chronicles, 5(2), 45–53. https://doi.org/10.53075/Ijmsirq/65345345232
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