Student Engagement with Digital Library Resources through Learning Analytics in Adamawa State University, Mubi

This study investigates student engagement with digital library resources at Adamawa State University, Mubi, using learning analytics and survey data. A stratified sample approach was designed to obtain responses from 1,800 students across faculties. Measures included frequency of use, session duration, resource diversity, perceived usefulness, accessibility, digital literacy, and institutional use of learning analytics. Descriptive and inferential analyses — including ttests, ANOVA, and regression models — were employed. Results indicate that overall engagement with digital library resources is lower than neutral (mean engagement = 2.52/5), with no statistically significant differences across faculties. Awareness of learning analytics alone did not correspond to higher engagement; rather, infrastructural and user-related challenges (poor connectivity, limited digital skills, and usability issues) were significant negative predictors of engagement. The study concludes that implementing robust learning-analytics dashboards, improving digital infrastructure, and incorporating digital literacy training are key to increasing students’ meaningful engagement with digital resources. Recommendations include investment in reliable connectivity, targeted training programs, and dashboard-driven interventions to personalize resource recommendations and promote deeper use.