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Technology integration quality and engagement
Among Swiss upper-secondary students, validated TIQS dimensions—especially support for learning and classroom management—were positively related to behavioral engagement, while cognitive activation related to digital competencies.
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What instrument did this study develop?
The Technology Integration Quality Scale (TIQS).
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
How large was the student sample?
2,281 second-year upper-secondary students.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
Which four TIQS dimensions emerged?
Support for learning, classroom management, individualized teaching, and cognitive activation.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
How much variance did the four EFA factors explain?
57.8% of the variance.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
Did the CFA model fit?
Yes—cluster-robust CFA indicated good fit (e.g., CFI = 0.97, RMSEA = 0.05).
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
Which quality dimensions predicted behavioral engagement?
Support for learning and classroom management positively predicted engagement.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
What role did classroom management play for engagement?
Technology use for managing/structuring lessons also positively predicted behavioral engagement.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
What predicted self-assessed digital competencies?
Cognitive activation (and frequency of use more weakly).
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
What unexpected engagement finding appeared for individualized teaching?
It was a significant negative factor for behavioral engagement in the reported SEM.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
How did frequency of technology use relate to engagement?
It positively predicted engagement, but explained almost negligible variance compared with quality dimensions.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
Why focus on quality rather than only frequency?
Prior large-scale work linking frequency to achievement has been mixed or negative; quality may better explain effects.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified
What outcomes did SEM target?
Students’ behavioral engagement for learning and self-assessed digital competencies for learning.
Source: Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning · DOI · quote verified