Restrictions on physical gathering due to COVID-19 has compelled higher education institutions to rapidly embrace digital technologies to support teaching and learning. While logistically, the use of digital technologies offers an obvious solution, attention must be given to these methods' pedagogical appropriateness, mainly how students engage and learn in the spaces supported by these technologies. In this context, we explored the degree to which digital technologies have contributed to teaching and learning practices over the past decade. The study employed a systematic review using a newly developed tripartite model for conducting and presenting literature review reports. The model approaches the literature review process systematically and employs three phases for the critical examination of literature: description, synthesis, and critique. The current review focused on student engagement across technologies that encompass social media, video, and collaborative learning technologies. Relevant articles were obtained from the Scopus and Web of Science databases. Three core themes were identified: there was no shared understanding of what constitutes student engagement with learning technologies, there was a lack of explanation concerning the contextual variation and modalities of student engagement across the digital technologies, and self-reporting was the primary method of measuring student engagement, rendering results as perceptual rather than behavioural. We argue that using multiple datasets and different methodological approaches can provide further insights into student engagement with digital technologies. This approach to measuring engagement can substantiate findings and most likely provide additional insights into students' engagement with digital technologies.

由于 COVID-19 而对身体聚集的限制迫使高等教育机构迅速采用数字技术来支持教学和学习。虽然在逻辑上，数字技术的使用提供了一个明显的解决方案，但必须注意这些方法的教学适当性，主要是学生如何在这些技术支持的空间中参与和学习。在此背景下，我们探讨了数字技术在过去十年中对教学实践的贡献程度。该研究使用新开发的三方模型进行系统评价，以进行和呈现文献综述报告。该模型系统地处理文献审查过程，并采用三个阶段对文献进行批判性审查：描述、综合、和批评。当前的审查侧重于跨技术的学生参与，包括社交媒体、视频和协作学习技术。相关文章来自 Scopus 和 Web of Science 数据库。确定了三个核心主题：对学生参与学习技术的构成没有共同理​​解，缺乏关于跨数字技术学生参与的上下文变化和方式的解释，自我报告是衡量的主要方法学生参与，将结果呈现为感知而不是行为。我们认为，使用多个数据集和不同的方法论可以进一步深入了解学生对数字技术的参与。