Abstract
Student engagement refers to the quality and quantity of students’ psychological, cognitive, emotional and behavioral reactions to in-class and out-of-class academic and social activities to achieve successful learning outcomes. In literature, the Campus-Class-Technology (CCT) theory in student engagement was developed and tested with some models, which had certain limitations. Thus, the present study aimed to test the CCT theory with a new and more advanced model. The study was carried out using the quantitative research design and conducted with 3967 students, and the models were tested using path analysis. The research data were collected using the research instruments regarding student engagement, technology integration and campus climate. Four CCT models were developed and tested. The results revealed that all the models were confirmed. In general, what the models explained in the study was that technology integration and benefiting from campus facilities increased student engagement and student success.
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