A Systematic Review of Digital Technology Utilization to Enhance Student Engagement and Motivation

Abstract

Student-centered learning (SCL) has received increasing attention alongside the digital transformation of education. This article presents a systematic review of recent literature examining how digital technologies—including blended learning, gamification, learning analytics, and interactive/AI-based platforms—are utilized to enhance student engagement and motivation. The study adopts a Systematic Literature Review (SLR) approach following the PRISMA framework, involving electronic database searches for relevant empirical studies and reviews published between 2018 and 2025, study selection based on inclusion criteria, data extraction, and thematic synthesis. The findings provide consistent evidence that blended learning, gamification, and interactive platforms enhance multiple dimensions of student engagement (cognitive, behavioral, and affective) as well as motivation when instructional design supports autonomy, competence, and relatedness, as emphasized in Self-Determination Theory. However, effectiveness varies depending on implementation quality, infrastructure readiness, and teacher professional development. Learning analytics and artificial intelligence offer strong potential for monitoring and personalization but require robust data governance and ethical considerations. The article concludes with practical recommendations for policymakers and directions for future research.