Exploring the relationship between factors that contribute to interactive engagement and academic performance

In an educational context, technology can prompt interactive engagement only when it is used in conjunction with interactive engagement methods. This study, therefore, examines the relationships between factors that contribute to higher levels of interactive engagement and performance, such as interactive engagement methods, technology, intrinsic motivation and deep learning. Five hundred and twenty-six (526) higher education students participated in this
study. With structural equation modelling, the authors test the conceptual model and identify satisfactory model fit. The results indicate that interactive engagement methods, technology and intrinsic motivation have significant relationships with interactive engagement; deep learning mediates the relationships of the other variables with performance