ABSTRACT

A common theme in the literature on learning technologies is the way in which they can facilitate engagement both within and outside of the classroom. However, a lack of a scholarly consensus on what constitutes engagement renders problematic the issue of how one makes meaningful sense of the data presented in studies. This paper presents an integrative review that explores student engagement with learning technologies and identifies major themes and trends within the field. When viewed against the evidence-based claims of individual studies, common ubiquitous narratives concerning learning technologies are problematised. The paper concludes with suggestions for future research in this area in the light of its findings.

摘要

有关学习技术的文献中的一个共同主题是它们如何促进课堂内外的参与。然而，学术界对参与度的构成缺乏共识，导致如何理解研究中提供的数据的有意义这一问题成为问题。本文提出了一项综合综述，探讨了学生对学习技术的参与，并确定了该领域的主要主题和趋势。当与个别研究的基于证据的主张相比时，有关学习技术的普遍普遍的叙述是有问题的。本文最后根据研究结果对该领域的未来研究提出了建议。