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- Vol 7 RE: Chapter 9
student engagementlearning analyticsdigital trace databehavioural engagementcognitive engagementemotional engagementsocial engagementproxy validityJournal article Evidence summaryAt a glance
Bergdahl and colleagues systematically review how higher-education learning-analytics research conceptualises and measures student engagement through digital trace data.
Key ideas
Engagement is multidimensional, including behavioural, cognitive, emotional, and social participation, yet studies often equate it with easily counted actions such as logins, clicks, submissions, or time online. The review examines the dimensions, indicators, data sources, analytic methods, and theoretical frameworks used across the field. It warns that platform activity is an indirect proxy whose meaning depends on task, design, context, and complementary evidence; more activity is not necessarily deeper engagement.
Why it matters
For educators and analytics designers, the study recommends defining engagement before selecting data, aligning indicators with learning design, combining traces with qualitative or self-report evidence where appropriate, and avoiding interventions or labels that overinterpret what digital behaviour can establish.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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