William Cope
May Thet Khine Nyein
Obie Ellmoos.png "Nathan Luise")
Nathan Luise
Olive SabiitiAssessment for Learning MOOC’s Updates
Evaluating the Effectiveness of a Digital Learning Platform in Enhancing Student Engagement and Academic Performance
Evaluating the Effectiveness of a Digital Learning Platform in Enhancing Student Engagement and Academic Performance
Digital Learning Platforms (DLPs) are increasingly used as alternative tools for assessment and instruction. Their effectiveness can be evaluated by looking at two main outcomes: student engagement and academic performance.
From an engagement perspective, DLPs provide interactive features such as discussion forums, quizzes, and progress dashboards, which keep learners actively involved in the learning process. Data generated from these interactions time spent on tasks, participation frequency, and content accessed serves as an indirect form of assessment that helps educators identify patterns of learning behavior.
In terms of academic performance, studies show that timely feedback, personalized learning paths, and adaptive assessments embedded in DLPs support better knowledge retention and skill application. However, the effectiveness of these platforms depends greatly on accessibility, reliable internet connectivity, and the instructor’s ability to design meaningful activities within the system.
In recent years, digital learning platforms (DLPs)—including learning management systems, interactive tools, and MOOCs—have become central in education. To evaluate how effective they are in enhancing both student engagement and academic performance, we need to consider empirical data, theoretical models, and practical constraints.
Research-Based Evidence
Here are several recent studies and reviews that offer insights into what works and what doesn’t:
|
Study / Source |
Key Findings | Relevance to Engagement & Performance |
| “Analyzing the Influence of Digital Learning Platforms on Student Engagement and Academic Performance” (Bandung, secondary schools, Indonesia) | Students who engaged more frequently with digital learning platforms showed significantly higher engagement; engagement in turn positively predicted academic achievement. The platform + engagement variables accounted for ~25% and ~15% of variance in achievement. | Suggests that frequency of use and engagement are important predictors of learning outcomes; emphasizes that engagement is mediating factor—not just access. |
| Impact of Digital Learning Tools on Student Engagement and Achievement (Universities in Uganda) |
Tools like LMS, gamified content, interactive simulations helped improve engagement, bridged theory-practice, improved communication, and positively impacted academic achievement. |
Demonstrates that specific features (e.g. interactivity, gamification) can enhance both motivation/engagement and actual outcomes. |
| Bridging Learning and Technology: How Digital Platforms Impact Academic Performance (Higher-ed sample; structural equation modeling) | Digital learning platforms had a significant positive effect on academic performance (β≈0.495); learning engagement partially mediates this. Also, digital literacy moderates the impact (better digital literacy --> greater benefit). | Tells us that platform alone isn’t enough student skills in using digital tools (digital literacy) and good engagement with them matter a lot. |
| Frontiers: Digital literacy and college students’ academic achievement | Digital literacy positively predicts academic achievement; mediated by learning adaptation and self-regulated learning. | Highlights the importance of metacognitive and self-regulative capacities: platforms should support students in developing those, not just delivering content. |
Evaluations show that digital learning platforms can significantly enhance both student engagement and academic performance but only when designed and implemented with care. Engagement isn’t simply a byproduct; it is often at the heart of what makes these platforms effective. Digital literacy, feedback, active tasks, and supportive design are critical, as are considerations of access, motivation, and teaching quality.
