Virtual Tools and Student Engagement: Insights from Engineering Education

Abstract

Maximising student engagement in higher education requires more than traditional lecture methods; it requires the integration of interactive virtual tools that foster active learning. With increasing shifts towards blended and online learning environments, there is a growing need for innovative educational technologies to enhance interactivity and student involvement. This study investigates the impact of audience response systems and tools within virtual learning environments (VLEs) on student engagement within a blended learning context. Data were collected from two Engineering modules - a first-year Mathematics module and a final-year Software Project Management module - capturing distinct cohorts and learning objectives. The first-year course focuses on developing foundational analytical skills, while the final-year course emphasises higher-order skills such as critical thinking and problem-solving. Using a mixed-methods approach, this study combines quantitative metrics (participation frequency, interaction types, participation rates, and temporal patterns) with qualitative insights (interaction dynamics) to examine student engagement and how students across these academic levels interact with these virtual tools. Results indicate that platforms, such as Padlet and Kahoot!, can effectively engage students who may be less active in traditional classroom settings, while chat-enabled lectures facilitate immediate feedback and active learning, creating opportunities for deeper engagement. The findings highlight both the strengths and limitations of these tools providing for educators in engineering and related disciplines with insights and strategies for implementing virtual tools to enhance student engagement. By embracing these technologies, educators can create inclusive, interactive experiences adapted to suit the diverse needs and learning preferences of students.