Improving engagement and motivation in secondary schools through ict integration: a review
DOI:
https://doi.org/10.51247/st.v8iS2.20Keywords:
student engagement, motivation, ICTs, secondary educationAbstract
This systematic review aimed to analyze the existing evidence in the scientific literature on the impact of ICT integration on the engagement and motivation of secondary school students. To conduct this analysis, a comprehensive search was conducted in electronic databases such as Scopus, Web of Science, and ERIC, using predefined inclusion and exclusion criteria to select empirical studies focused on the population of interest and that explicitly measured engagement and/or motivation in relation to ICT integration. The main findings suggest a generally positive influence of ICT on student engagement (in its cognitive, behavioral, and emotional dimensions) and motivation (intrinsic, extrinsic, and self-efficacy), although effectiveness varies depending on the type of technological intervention and the pedagogical design implemented. Key mechanisms such as increased interactivity, personalized learning, and the provision of feedback were identified as factors mediating this relationship. In conclusion, the review reaffirms the potential of ICTs to transform the learning experience in secondary school, provided their integration is thoughtful, pedagogically grounded, and considers the specific characteristics of students and the educational context.
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