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Cognitive Engagement in Online Learning Environments: A Systematic Review and Future Research

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Title: Cognitive Engagement in Online Learning Environments: A Systematic Review and Future Research
Language: English
Authors: Yafei Shi (ORCID 0000-0002-6019-1369), Qianqian Dong, Yantao Wei (ORCID 0000-0001-7225-1958), Ke Zhu
Source: Journal of Computer Assisted Learning. 2026 42(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Learner Engagement, Electronic Learning, Online Courses, Academic Achievement, Educational Technology, College Students, Learning Motivation, Learning Strategies, Educational Objectives, Self Determination, Classification, Data Collection, Educational Research
DOI: 10.1002/jcal.70240
ISSN: 0266-4909
1365-2729
Abstract: Background: The growing prominence of online learning in educational contexts has underscored the critical role of cognitive engagement in shaping academic performance. Objectives: To synthesise current research trajectories, this study conducted a systematic literature review spanning two decades on cognitive engagement within online learning contexts. Methods: A structured framework encompassing research backgrounds, theoretical foundations, analytical methods, and existing challenges was employed to code and analyse the 98 retrieved literature. Results and Conclusions: The findings indicated that the majority of studies concentrated on examining the impact of educational technology tools and a range of associated influencing factors on cognitive engagement. A notable absence of research examining cognitive engagement in online learning among primary and secondary education students was observed. The majority of existing studies focused on college students. Moreover, cognitive engagement was a complex academic concept researchers attempted to interpret from different perspectives, including motivation and self-regulation, psychological engagement, learning strategies, Taxonomy of educational objectives, knowledge construction, and overt behaviours. Self-determination theory, ICAP framework, and community of inquiry were the most frequently adopted in research on cognitive engagement. The self-report scale was the most frequently employed method for data collection. The multimodal data illustrated significant potential and promise in predicting learners' cognitive engagement in online learning environments. This would enable a comprehensive analysis of students' cognitive engagement patterns and evolutionary characteristics.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506863
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Yafei+Shi%22">Yafei Shi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6019-1369">0000-0002-6019-1369</externalLink>)<br /><searchLink fieldCode="AR" term="%22Qianqian+Dong%22">Qianqian Dong</searchLink><br /><searchLink fieldCode="AR" term="%22Yantao+Wei%22">Yantao Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7225-1958">0000-0001-7225-1958</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ke+Zhu%22">Ke Zhu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 23
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink>
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  Data: 10.1002/jcal.70240
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
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  Data: Background: The growing prominence of online learning in educational contexts has underscored the critical role of cognitive engagement in shaping academic performance. Objectives: To synthesise current research trajectories, this study conducted a systematic literature review spanning two decades on cognitive engagement within online learning contexts. Methods: A structured framework encompassing research backgrounds, theoretical foundations, analytical methods, and existing challenges was employed to code and analyse the 98 retrieved literature. Results and Conclusions: The findings indicated that the majority of studies concentrated on examining the impact of educational technology tools and a range of associated influencing factors on cognitive engagement. A notable absence of research examining cognitive engagement in online learning among primary and secondary education students was observed. The majority of existing studies focused on college students. Moreover, cognitive engagement was a complex academic concept researchers attempted to interpret from different perspectives, including motivation and self-regulation, psychological engagement, learning strategies, Taxonomy of educational objectives, knowledge construction, and overt behaviours. Self-determination theory, ICAP framework, and community of inquiry were the most frequently adopted in research on cognitive engagement. The self-report scale was the most frequently employed method for data collection. The multimodal data illustrated significant potential and promise in predicting learners' cognitive engagement in online learning environments. This would enable a comprehensive analysis of students' cognitive engagement patterns and evolutionary characteristics.
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      – Text: English
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Educational Objectives
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      – SubjectFull: Self Determination
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      – TitleFull: Cognitive Engagement in Online Learning Environments: A Systematic Review and Future Research
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