Examining the adoption of technology-enhanced learning in universities and its effects on student performance, satisfaction, and motivation

The integration of technology in Higher Education has witnessed substantial growth in recent years. While extensive research has explored the collective educational implications of Technology-Enhanced Learning (TEL) at universities, there remains an incomplete understanding of its effects on individ...

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Bibliographic Details
Published in:	Computers and education open Vol. 7; p. 100223
Main Authors:	Liang, Dr. Yan (Danni), Chen, Dr. Shujie, Abeysekera, Dr. Ruwan, O'Sullivan, Dr. Helen, Bray, Dr Jeff, Keevill-Savage, Izzy
Format:	Journal Article
Language:	English
Published:	Elsevier Ltd 01-12-2024 Elsevier
Subjects:	Academic performance Higher education Person-environment misfit theory Student satisfaction Study motivation Technology enhanced learning Technostress Person-environment misfit theory Higher education Technology enhanced learning Academic performance Technostress Student satisfaction Study motivation
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Summary:	The integration of technology in Higher Education has witnessed substantial growth in recent years. While extensive research has explored the collective educational implications of Technology-Enhanced Learning (TEL) at universities, there remains an incomplete understanding of its effects on individual students when viewed through the lens of Person-Environment misfit theory and technostress. This paper aims to fill this gap by examining the impact of student and university misfit when adopting TEL and technostress on students' performance, satisfaction, and motivation. Utilizing a quantitative survey, we gathered data from a sample of 332 Higher Education students in the UK. The results reveal the significant influence of student and university misfit in adopting TEL on academic performance, satisfaction, and motivation. Moreover, the findings highlight the mediating role of technostress in these intricate relationships. Our research indicates that technostress stems not from the use of technology itself but from the misfit between students and the university learning environment. To address this, universities should enhance students' sense of belonging by offering additional pastoral and academic support. Moreover, providing training to boost students' digital confidence and skills is crucial. Creating a psychologically healthy technology-enhanced learning environment will ensure a more pleasant learning experience, alleviating student technostress.
ISSN:	2666-5573 2666-5573
DOI:	10.1016/j.caeo.2024.100223