Bridging the digital divide: the mediating role of learning engagement between technology usage approaches and higher order thinking skills in a technology-enhanced inquiry-based learning environment.
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| Title: | Bridging the digital divide: the mediating role of learning engagement between technology usage approaches and higher order thinking skills in a technology-enhanced inquiry-based learning environment. |
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| Authors: | Lu, Kaili1 (AUTHOR), Ji, Tongling2 (AUTHOR), Lu, Feng1 (AUTHOR), Shadiev, Rustam3 (AUTHOR) rustamsh@gmail.com |
| Source: | Educational Technology Research & Development. Oct2025, Vol. 73 Issue 5, p2929-2949. 21p. |
| Subject Terms: | *Student engagement, *Inquiry-based learning, *Cognitive psychology, *Digital divide, *Critical thinking, *Educational technology |
| Abstract: | The integration of technology in the learning landscape has precipitated the need to understand its relationship with students' cognitive processes. However, there is a gap in understanding how learning engagement interacts with two approaches to using technology and how these, in turn, impact higher order thinking skills (HOTS). This study aimed to explore the mediating role of learning engagement between approaches to using technology and HOTS within the technology-enhanced inquiry-based learning (T-IBL) framework. Data were collected from a sample of 160 college students experienced in T-IBL environments. Structural equation modeling was used to analyse the relationship between these key variables. The results showed that students' deep approach to using technologies had direct and significant positive impacts on learning engagement and HOTS. While students' surface approach to using technologies had direct negative influences on learning engagement and HOTS, they were not significant. What is more, learning engagement had direct and significant positive impacts on HOTS. In other words, learning engagement act as a mediator between students' deep approach to using technologies and HOTS, but not between surface approach and HOTS. This research fills an existing gap by elucidating the intricate relationship between technology use, engagement, and cognitive processes in a T-IBL setting. The findings underscore the importance of fostering deeper engagement and mindful technology use to enhance HOTS in learners, offering invaluable insights for educators and curriculum developers in the digital age. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189592951 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Bridging the digital divide: the mediating role of learning engagement between technology usage approaches and higher order thinking skills in a technology-enhanced inquiry-based learning environment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lu%2C+Kaili%22">Lu, Kaili</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ji%2C+Tongling%22">Ji, Tongling</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lu%2C+Feng%22">Lu, Feng</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shadiev%2C+Rustam%22">Shadiev, Rustam</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> rustamsh@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Oct2025, Vol. 73 Issue 5, p2929-2949. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+divide%22">Digital divide</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The integration of technology in the learning landscape has precipitated the need to understand its relationship with students' cognitive processes. However, there is a gap in understanding how learning engagement interacts with two approaches to using technology and how these, in turn, impact higher order thinking skills (HOTS). This study aimed to explore the mediating role of learning engagement between approaches to using technology and HOTS within the technology-enhanced inquiry-based learning (T-IBL) framework. Data were collected from a sample of 160 college students experienced in T-IBL environments. Structural equation modeling was used to analyse the relationship between these key variables. The results showed that students' deep approach to using technologies had direct and significant positive impacts on learning engagement and HOTS. While students' surface approach to using technologies had direct negative influences on learning engagement and HOTS, they were not significant. What is more, learning engagement had direct and significant positive impacts on HOTS. In other words, learning engagement act as a mediator between students' deep approach to using technologies and HOTS, but not between surface approach and HOTS. This research fills an existing gap by elucidating the intricate relationship between technology use, engagement, and cognitive processes in a T-IBL setting. The findings underscore the importance of fostering deeper engagement and mindful technology use to enhance HOTS in learners, offering invaluable insights for educators and curriculum developers in the digital age. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10533-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 2929 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Cognitive psychology Type: general – SubjectFull: Digital divide Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Educational technology Type: general Titles: – TitleFull: Bridging the digital divide: the mediating role of learning engagement between technology usage approaches and higher order thinking skills in a technology-enhanced inquiry-based learning environment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lu, Kaili – PersonEntity: Name: NameFull: Ji, Tongling – PersonEntity: Name: NameFull: Lu, Feng – PersonEntity: Name: NameFull: Shadiev, Rustam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 73 – Type: issue Value: 5 Titles: – TitleFull: Educational Technology Research & Development Type: main |
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