Beyond the tools: How different forms of cognitive engagement with technology relate to multidimensional student engagement

Digital technologies are widely used in education, yet findings on their relationship with student engagement are inconsistent, limiting actionable insights. This is partly due to the neglect of cognitive processes involved in technology use. This study fills the gap by using the cognitive engagement with technology framework to investigate how retrieving, processing, and generating influence students’ behavioral, emotional, and cognitive engagement. Structural equation modeling revealed that processing positively predicted all engagement dimensions, retrieving predicted emotional engagement, and generating negatively predicted behavioral engagement. In addition, behavioral engagement mediated the link between emotional and cognitive engagement. These findings highlight how specific cognitive interactions with technology drive engagement, offering evidence-based guidance for designing technology-enhanced learning environments that move beyond mere tool access to purposeful cognitive activity.