Exploring student engagement in post-pandemic classrooms: the role of Padlet technology

Abstract

The COVID-19 pandemic forced a rapid shift to remote education, posing significant challenges to student engagement when in-person learning resumed. This study aims to investigate the impact of active and blended learning on student engagement, with a specific focus on Padlet utilisation’s effectiveness in facilitating teaching and learning. The study explores affective, behavioural and cognitive engagement as indicators of student engagement and analyses Padlet’s role as a mediating tool in enhancing the educational experience. Data was collected through a questionnaire, and hypotheses were tested using Structural Equation Modelling-Partial Least Squares (SEM-PLS). The findings reveal that affective and cognitive engagement in the classroom, facilitated by Padlet, positively influences student engagement. Furthermore, Padlet emerges as an effective mediating tool for enhancing active learning experiences. Nevertheless, contrary to expectations, no significant direct relationship was observed between behavioural engagement and Padlet utilisation, nor any significant indirect relationship between behavioural engagement, Padlet usage and student engagement. These results indicate that Padlet’s mediating role was insignificant in this context. This study highlights the limited relevance of traditional behavioural indicators in driving technology adoption or engagement with Padlet. To enhance technology integration, educators should prioritise fostering emotional and intellectual engagement while strategically integrating Padlet into the teaching methods. These insights provide valuable strategies for educators to promote student engagement and enrich the post-pandemic classroom experiences.