IT MINDFULNESS AND LEARNING ENGAGEMENT IN ONLINE LEARNING: INVESTIGATING THE MEDIATING ROLE OF TECHNO-EUSTRESS
Abstract
In the 21st century, technology has revolutionised education, making learning more accessible, interactive, and personalised. However, the digital transition has also introduced challenges, such as technostress, which negatively impacts student well-being and learning engagement. While technostress is often viewed as detrimental, emerging research suggests a positive dimension called techno-eustress, which can enhance motivation and adaptability. This study explores the role of IT mindfulness in shaping students’ experiences with techno-eustress and its impact on learning engagement in online environments. Using a quantitative approach, data were collected from 358 higher education students in Malaysia and analysed using partial least square structured equation modelling (PLS-SEM). The findings reveal that IT mindfulness significantly predicts techno-eustress, positively influencing behavioural, cognitive, and emotional engagement. The study also highlights the mediating role of techno-eustress in linking IT mindfulness to engagement, suggesting that students who are mindful of their technology use are more likely to perceive IT demands as challenges rather than burdens, thereby enhancing their learning experience. These results offer valuable insights for educators and institutions aiming to design effective e-learning strategies that mitigate attrition rates, foster engagement, and improve overall learning outcomes.
Keywords
Technology-mediated learning, IT-mindfulness, Techno-eustress, Learning engagement, Online learning
Ethical Statement
References
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