Lit Review Topic Identification

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LITERATURE REVIEW 1 Literature Review: Topic Identification Chikezie Ozuzu School of Education, Liberty University Author Note Chikezie Ozuzu I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Chikezie Ozuzu. Email: cozuzu@liberty.edu

LITERATURE REVIEW 2 Literature Review: Topic Identification The proposed topic identified for dissertation is “The Effect of Implementing Multiple EdTech Tools on Graduate Students’ Academic Engagement and Satisfaction in Online Courses”. Academic engagement is considered to be multidimensional: cognitive, emotional, behavioral, and social (Salmela-Aro et al., 2021). Engagement is also attributed to help students in learning deeply, developing a positive affect towards studying and learning, and experiencing a higher level of academic achievement and satisfaction (Guo, 2018; Moreira & Lee, 2020). Research has found the benefits of engagement to include autonomy, competence, satisfaction, and even better mental and physical health (Guo, 2018). The COVID-19 pandemic prompted many pedagogical changes in all levels of education (Baker & Lutz, 2021; Nworie, 2021). In addition, emerging technologies and the shift to remote teaching and learning have prompted schools and institutions of higher learning to explore novel approaches to instructional design and delivery for online courses (Nworie, 2021). Therefore, with the influx of educational technology (EdTech) tools into higher education and the availability of training resources, there has been an increasing call by higher education administrators for multiple EdTech tools to be implemented in online courses to boost students’ engagement and satisfaction (Dexter, 2023; Goode et al., 2022). As an instructional designer with the graduate school of education at a higher education institution, the pressure from administration to implement more EdTech tools in the courses offered in our various programs has reached a tipping point. While this call is founded on the belief that implementing more EdTech tools would boost student engagement and satisfaction, some of our faculty members seem to disagree. They believe that their teaching skills and experience are enough to keep students engaged and satisfied, while contending that the number

LITERATURE REVIEW 3 of EdTech tools implemented in their online course may not be predictive of students’ engagement and satisfaction with their online course in line with Vezne et al. (2023). Therefore, this study will seek to test the null hypothesis that there is no significant predictive relationship between the number of Edtech tools implemented in online courses and the students’ academic engagement and satisfaction for a group of similar courses offered in a graduate school of education. The findings will provide evidence that can inform the decision to implement more EdTech tools in the courses offered in our various programs or not.

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