Does the Impact of Technology Sustain Students’ Satisfaction, Academic and Functional Performance: An Analysis via Interactive and Self-Regulated Learning?

Muhammad Qasim Memon, Yu Lu, Abdul Rehman Memon, Aasma Memon, Parveen Munshi and Syed Farman Ali Shah
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Muhammad Qasim Memon: Advanced Innovation Center for Future Education, Faculty of Education, Beijing Normal University, Beijing 100875, China
Yu Lu: Advanced Innovation Center for Future Education, Faculty of Education, Beijing Normal University, Beijing 100875, China
Abdul Rehman Memon: Department of Chemical Engineering, Mehran University of Engineering & Technology, Jamshoro 76062, Sindh, Pakistan
Aasma Memon: School of Economics and Management, Beijing University of Technology, Beijing 100021, China
Parveen Munshi: Department of Education, University of Sufism and Modern Sciences, Bhitshah 70140, Sindh, Pakistan
Syed Farman Ali Shah: Department of Business Administration, University of Sufism and Modern Sciences, Bhitshah 70140, Sindh, Pakistan

Sustainability, 2022, vol. 14, issue 12, 1-19

Abstract: High-quality academic outcomes are required for students’ educational attainment and promote their desire to learn. However, not all educational sectors boast of the same, leading students to attain inferior outcome performances. The current study examines the impact of technology on student satisfaction, academic, and functional performance via the mediating factors of interactive and self-regulated learning. However, existing works focused less on technology and more on psychological learning factors, rendering mere acceptance of technology, proved to be useless. The present research investigates such mediators with existing technology resources and their impact on students’ overall growth. Research hypotheses are tested through structural equation modeling and applied to the data collected from 302 respondents via a structured questionnaire. In addition, the present study considers the collection of each student’s data across different universities, colleges, vocational and education institutions, mainly where students are involved in/using the technology when it comes to satisfaction, academic, and functional performance. The results indicated that the impact of technology via interactive learning has a significant influence on students’ satisfaction (β = 0.238, p < 0.05), academic performance (β = 0.194, p < 0.05), and functional performance (β = 0.188, p < 0.05). It is also noted that the impact of technology via self-regulated learning has positively contributed to satisfaction, academic, and functional performance. Our findings support the hypothesis and encourage students’ adaptability, engagement, and behavioral interactions stimulating the performance outcomes. The performance outcome of this research presents valuable information for decision-makers to articulate sustainable strategies and tactics in educational sectors.

Keywords: technology education; digital learning; technology engagement; interactive learning; academic performance; functional performance; structure equation modelling; self-regulated learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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