Abstract
This study aimed to develop a model to examine how digital technology integration contributes to the enhancement of students’ academic performance through project-based learning (PBL) amongst undergraduates in higher education. In this study, the technology acceptance model (TAM) was used as the basic model to explore the digital technology environment in terms of the perceived usefulness, perceived ease of use and attitude towards integrating digital technology and the influence of these factors on undergraduates' learning engagement and academic performance within PBL. Therefore, this study proposed a model comprising factors that assist in addressing the study objective. As the main data collection method, a questionnaire was developed to obtain relevant information regarding digital technology acceptance, PBL, students' learning engagement and academic performance. The study sample comprised 185 undergraduate students who were enrolled in a course that utilised PBL. A quantitative research method via structural equation modelling (SEM) was used to analyse the data. The finding suggested that TAM-related factors and students’ learning engagement positively affect their academic performance when digital technology is integrated into the PBL environment.
Highlights
The integration of digital technology has gradually replaced traditional learning environment in educational settings
The present study intends to contribute to the literature by examining the factors that influence students' decision to use or accept digital technology integration when learning in a project-based learning (PBL) environment, through the technology acceptance model (TAM), and the effect of these factors on both students' learning engagement and academic performance
The results highlight that the relationships between digital technology integration and perceived ease of use (PEU), PE, attitudes towards integration (AI) and students' engagement (SE) help improve the academic performance of undergraduate students through a PBL environment
Summary
The integration of digital technology has gradually replaced traditional learning environment in educational settings. Numerous technological tools and applications are made available for teachers to employ in their classrooms [1]. Digital technology integration in teaching and learning has been found to be associated with enhancing the effectiveness of knowledge construction and distribution along with improving academic performance. If digital technology is not properly and systematically integrated into teaching and learning, its impact will not be as expected [2]. In the context of higher education, the use of digital technology forms an integral part of the contemporary student experience [3], [4]. As such, related literature has iJET ‒ Vol 16, No 11, 2021
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