Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 396

The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.

Technology Enhanced Learning in higher education; motivations, engagement and academic achievement

Dunn, T.J., Kennedy, M.·2019·Computers & Education
DOI 10.1016/j.compedu.2019.04.004
Open this paper in CoChat — free account

Abstract

Technology Enhanced Learning (TEL) has become a common feature of Higher Education. However, research has been hindered by a lack of differentiation between usage and engagement and not recognising the heterogeneity of TEL applications. The current study aimed to assess the impact of emotional, cognitive and behavioural engagement with TEL on students’ grades and to also look at how motivation levels differentially predict engagement across different types of TEL. In a sample of 524 undergraduate students, we measured engagement and usage of TEL, student learning motivations and self-report student grades. Our results indicate that intrinsic motivations predict engagement, whilst extrinsic motivations predict usage. Importantly, engagement was predictive of grades whereas usage was not. Furthermore, when TEL was broken down by type, the use of social media groups was a significant predictor of grade, whereas reviewing lecture slides/ recordings, reading additional content and using course blogs/ discussion boards were not. We conclude that a sole focus on usage of TEL is misleading. Implications for researchers and educators are discussed.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1016/j.compedu.2019.04.004

Cites

46 of 46 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 46 references

Cited by

See all 396

Metadata

Authors
Dunn, T. J., & Kennedy, M.
Venue
Computers & Education
Publisher
Elsevier BV
Published
2019-08
Volume
137
Pages
104-113
ISSN
0360-1315 (ISSN-L)
DOI
10.1016/j.compedu.2019.04.004
OpenAlex
W2938441647
Cited by
396
References
46
FWCI
95.76
Type
journal article
Language
en
Open access
closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. https://app.cochat.ai/papers/10.1016/j.compedu.2019.04.004
The paper
Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education. https://doi.org/10.1016/j.compedu.2019.04.004

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.