What are the limitations of digital tools for evaluating student engagement?

3 Technical issues and accessibility

A third limitation of digital tools for evaluating student engagement is the technical issues and accessibility barriers that can affect the reliability and validity of the data. Digital tools depend on the availability and quality of the internet connection, the devices, the platforms, and the software that students use to access the learning materials and activities. Technical issues, such as slow speed, glitches, crashes, or compatibility problems, can disrupt the learning process and affect the data collection and analysis. Accessibility barriers, such as lack of devices, internet access, digital skills, or support, can also prevent some students from engaging fully and equally with the learning opportunities and resources. Therefore, digital tools need to ensure that they are user-friendly, compatible, and inclusive for all students.

4 Diversity and context

A fourth limitation of digital tools for evaluating student engagement is the diversity and context of the students and the learning situations. Digital tools often assume that all students have the same needs, preferences, and goals, and that they learn in the same way, at the same pace, and in the same environment. However, this is not the case, as students differ in their backgrounds, cultures, languages, abilities, interests, and motivations. They also learn in different contexts, such as formal or informal, individual or collaborative, synchronous or asynchronous, and online or blended. These factors can affect how students engage with the learning content and activities, and how they perceive and respond to the evaluation methods and criteria. Therefore, digital tools need to be adaptable, flexible, and responsive to the diversity and context of the students and the learning situations.

5 Feedback and communication

A fifth limitation of digital tools for evaluating student engagement is the feedback and communication that they provide to the students and the teachers. Feedback and communication are essential for enhancing student engagement, as they help students to monitor their progress, identify their strengths and weaknesses, improve their performance, and receive recognition and support. However, digital tools may not provide timely, relevant, and constructive feedback and communication, or may rely on automated or standardized responses, such as grades, scores, or badges. These may not address the specific needs, questions, or concerns of the students, nor foster a sense of connection, belonging, or trust. Moreover, they may not enable a dialogue or a collaboration between the students and the teachers, or among the students themselves, which can enhance the learning experience and the engagement level. Therefore, digital tools need to facilitate feedback and communication that are meaningful, personalized, and interactive for the students and the teachers.

6 Evaluation design and purpose

A sixth limitation of digital tools for evaluating student engagement is the evaluation design and purpose that they follow and serve. Digital tools often use quantitative methods, such as surveys, quizzes, or analytics, to measure and report student engagement. These methods can provide useful data and insights, but they may not capture the complexity and richness of student engagement, nor the reasons and implications behind it. They may also focus on the outcomes or the products of the learning process, rather than on the processes or the experiences of the students. Furthermore, they may not align with the learning objectives, outcomes, and expectations, or with the evaluation purpose and audience. For example, they may not inform the improvement of the learning design, the teaching practice, or the student support. Therefore, digital tools need to use mixed methods, such as qualitative and quantitative, formative and summative, and self and peer, to evaluate student engagement in a holistic, comprehensive, and meaningful way.