Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects

Abstract

The positive relationship between student engagement and achievement is well documented, but the nature of this engagement is less-widely considered and narrowly defined. This project investigated the levels of behavioural, emotional and cognitive engagement of students in a technology-rich learning project. A class of 22 Year 3 students, one participant-observer classroom teacher and two pre-service teachers embarked on a term-long project to create video documentaries of important people in their school. During the project, the teaching team and students periodically recorded observations and reflections on levels of student engagement. The researchers found that student cognitive engagement peaked during times that were unexpected, challenging teacher pre-conceptions. This research documented a variety of ways in which engagement can be conceptualised and measured in technology-based learning experiences. The research also indicated the importance of including tools for student reflection throughout learning projects to detect and document changes in cognitive engagement.