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Students' Perceptions of the Impact of Interactive Technology on Engagement in STEM Classes

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Title: Students' Perceptions of the Impact of Interactive Technology on Engagement in STEM Classes
Language: English
Authors: Karim Ragab (ORCID 0000-0003-1337-3562), Enrique Martínez-Jiménez (ORCID 0000-0001-8364-5151), Elvira Fernandez-Ahumada (ORCID 0000-0002-3371-5382)
Source: Contemporary Educational Technology. 2025 17(4):602.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Student Attitudes, Technology Uses in Education, STEM Education, Artificial Intelligence, Computer Simulation, Student Behavior, Males, Secondary School Students, Learner Engagement, Foreign Countries, Interpersonal Relationship, Goal Orientation, Reflection
Geographic Terms: United Arab Emirates
Abstract: This study explores students' perceptions of their engagement with interactive technologies in STEM classes at an applied technology school in the United Arab Emirates (UAE). Specifically, the interactive technology (IT) involves artificial intelligence and virtual reality, along with collaborative digital platforms that incorporate AI elements such as Google Docs, Microsoft Teams, and Nearpod. The focus is on understanding how students perceive changes in cognitive, social, reflective, and goal-oriented engagement after using these technologies. Utilizing a mixed-methods approach, the study involved 126 male students from grades 9-12. The quantitative phase employed a pre-post survey with paired sample t-tests and repeated measures analysis of variance to assess changes in engagement. In contrast, the qualitative phase included focus group discussions to explore student perceptions. The results revealed that students perceived a significant improvement in various dimensions of engagement, including cognitive, social, reflective, and goal-oriented engagement, post-intervention following the use of IT. The findings suggest that interactive technologies can positively shape students' learning experiences, as these technologies cater to diverse student needs, improving academic outcomes and providing a more fulfilling educational experience. The results align with the UAE's educational goals of fostering a knowledge-based economy through innovative practices.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488800
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Karim+Ragab%22">Karim Ragab</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1337-3562">0000-0003-1337-3562</externalLink>)<br /><searchLink fieldCode="AR" term="%22Enrique+Martínez-Jiménez%22">Enrique Martínez-Jiménez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8364-5151">0000-0001-8364-5151</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elvira+Fernandez-Ahumada%22">Elvira Fernandez-Ahumada</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3371-5382">0000-0002-3371-5382</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Educational+Technology%22"><i>Contemporary Educational Technology</i></searchLink>. 2025 17(4):602.
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: <searchLink fieldCode="DE" term="%22United+Arab+Emirates%22">United Arab Emirates</searchLink>
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  Data: This study explores students' perceptions of their engagement with interactive technologies in STEM classes at an applied technology school in the United Arab Emirates (UAE). Specifically, the interactive technology (IT) involves artificial intelligence and virtual reality, along with collaborative digital platforms that incorporate AI elements such as Google Docs, Microsoft Teams, and Nearpod. The focus is on understanding how students perceive changes in cognitive, social, reflective, and goal-oriented engagement after using these technologies. Utilizing a mixed-methods approach, the study involved 126 male students from grades 9-12. The quantitative phase employed a pre-post survey with paired sample t-tests and repeated measures analysis of variance to assess changes in engagement. In contrast, the qualitative phase included focus group discussions to explore student perceptions. The results revealed that students perceived a significant improvement in various dimensions of engagement, including cognitive, social, reflective, and goal-oriented engagement, post-intervention following the use of IT. The findings suggest that interactive technologies can positively shape students' learning experiences, as these technologies cater to diverse student needs, improving academic outcomes and providing a more fulfilling educational experience. The results align with the UAE's educational goals of fostering a knowledge-based economy through innovative practices.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 602
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Computer Simulation
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      – SubjectFull: Student Behavior
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      – SubjectFull: Males
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: United Arab Emirates
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      – TitleFull: Students' Perceptions of the Impact of Interactive Technology on Engagement in STEM Classes
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