Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peerreviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised.

中文翻译：

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通过教育技术促进学生参与高等教育：艺术与人文科学领域的系统回顾

考虑到课程的交流性，在高等教育中，尤其是在艺术和人文学科中，越来越需要了解教育技术如何提高学生的参与度。该叙述性系统综述总结了2007年至2016年之间发表的42篇同行评审的艺术和人文文章，并在四个国际数据库中进行了索引。结果表明，大多数研究是在语言学习中进行的，主要是在东亚国家，理论研究的基础有限。这篇评论发现教育技术支持学生的参与，而行为参与是迄今为止最普遍的方面。情感交往是观察到的最低维度，情感交往是最普遍的负面维度。博客，移动学习，评估工具最有效地促进了参与。但是，在使用技术方面需要谨慎和教育，因为任何未经有效而有见识的教学法所支持的使用，都可能导致学生感到不知所措并脱离学习。还需要进一步研究在线协作以及提供跨文化使用语言机会的国际课程，并建议增加定性方法的使用。