Students’ perceptions of the impact of interactive technology on engagement in STEM classes

Karim Ragab; Enrique Martínez-Jiménez; Elvira Fernandez-Ahumada

doi:10.30935/cedtech/17408

Karim Ragab ¹ ² ^* , Enrique Martínez-Jiménez ¹, Elvira Fernandez-Ahumada ¹

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CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep602

https://doi.org/10.30935/cedtech/17408

Submitted: 16 June 2025, Published Online: 10 November 2025

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Abstract

This study explores students’ perceptions of their engagement with interactive technologies in STEM classes at an applied technology school in the United Arab Emirates (UAE). Specifically, the interactive technology (IT) involves artificial intelligence and virtual reality, along with collaborative digital platforms that incorporate AI elements such as Google Docs, Microsoft Teams, and Nearpod. The focus is on understanding how students perceive changes in cognitive, social, reflective, and goal-oriented engagement after using these technologies. Utilizing a mixed-methods approach, the study involved 126 male students from grades 9-12. The quantitative phase employed a pre-post survey with paired sample t-tests and repeated measures analysis of variance to assess changes in engagement. In contrast, the qualitative phase included focus group discussions to explore student perceptions. The results revealed that students perceived a significant improvement in various dimensions of engagement, including cognitive, social, reflective, and goal-oriented engagement, post-intervention following the use of IT. The findings suggest that interactive technologies can positively shape students’ learning experiences, as these technologies cater to diverse student needs, improving academic outcomes and providing a more fulfilling educational experience. The results align with the UAE’s educational goals of fostering a knowledge-based economy through innovative practices.

Keywords: interactive technology, student engagement, stem education, artificial intelligence, virtual reality

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Citation

Ragab, K., Martínez-Jiménez, E., & Fernandez-Ahumada, E. (2025). Students’ perceptions of the impact of interactive technology on engagement in STEM classes. Contemporary Educational Technology, 17(4), ep602. https://doi.org/10.30935/cedtech/17408

Ragab, K., Martínez-Jiménez, E., and Fernandez-Ahumada, E. (2025). Students’ perceptions of the impact of interactive technology on engagement in STEM classes. Contemporary Educational Technology, 17(4), ep602. https://doi.org/10.30935/cedtech/17408

Ragab K, Martínez-Jiménez E, Fernandez-Ahumada E. Students’ perceptions of the impact of interactive technology on engagement in STEM classes. CONT ED TECHNOLOGY. 2025;17(4), ep602. https://doi.org/10.30935/cedtech/17408

Ragab, Karim, Enrique Martínez-Jiménez, and Elvira Fernandez-Ahumada. "Students’ perceptions of the impact of interactive technology on engagement in STEM classes". Contemporary Educational Technology 2025 17 no. 4 (2025): ep602. https://doi.org/10.30935/cedtech/17408

Ragab, Karim et al. "Students’ perceptions of the impact of interactive technology on engagement in STEM classes". Contemporary Educational Technology, vol. 17, no. 4, 2025, ep602. https://doi.org/10.30935/cedtech/17408

Ragab K, Martínez-Jiménez E, Fernandez-Ahumada E. Students’ perceptions of the impact of interactive technology on engagement in STEM classes. CONT ED TECHNOLOGY. 2025;17(4):ep602. https://doi.org/10.30935/cedtech/17408