Exploring the Impact of Adaptive Learning Technologies on University Students Engagement in Contemporary Educational Environment

Abstract

This study investigates how university students' participation in modern learning environments is affected by adaptive learning technologies (ALTs). Three aspects of engagement—behavioral, emotional, and cognitive—were investigated in 252 undergraduate students who were divided into groups with low, moderate, and high ALT usage. ALT levels did not significantly differ in behavioral or emotional engagement, suggesting that classroom climate, instructor interaction, and pedagogical strategies have a greater impact on participation, effort, and affective involvement than does technology alone. Conversely, students with moderate ALT use demonstrated significantly higher levels of cognitive engagement than students with low exposure, and increasing ALT use beyond moderate levels did not result in any further benefits. These results underline the significance of calibrated technology use in conjunction with active pedagogy by indicating that, when properly integrated, ALTs can improve deep learning, self-regulation, and critical thinking. For educators and institutions looking to successfully implement ALTs in order to promote multifaceted student engagement in higher education, the study offers useful insights.