Children's engagement with digital technology in educational spaces: A scoping review

Abstract

Children's engagement in play and learning is becoming increasingly complex as educational spaces integrate digital experiences. While engagement is often seen as a multifaceted construct, there is often no clear and generally accepted definition or understanding of what is meant when the term ‘engagement’ is used. This scoping review synthesised the ways in which engagement has been conceptualised within young children's digital experiences in educational spaces. A systematic search of seven databases captured studies published between 2011 and September 2024. Studies reporting children's engagement with digital technology (e.g., in play or learning via any digital experience) that were conducted in a formal or semi-formal educational setting were included. A total of 2661 records were screened, resulting in the inclusion of 88 studies. The concept of engagement was explicitly defined in 18 studies (19.3 %), theorised in 8 studies (9.1 %), and measured in 31 studies (35.2 %). Theoretical foundations of engagement drew from digital and educational disciplines, primarily rooted in motivational theories. Thematic analysis demonstrated the multidimensional nature of engagement, synthesised through ten key themes drawn from the definitions and measures provided. The most prominent themes identified in definitions were participation (n = 8, 44.4 %), effort (n = 7, 38.9 %) and interpersonal skills and behaviour (n = 6, 33.3 %), while those found in measures of engagement were predominantly associated with enjoyment (n = 14, 45.2 %), participation (n = 11, 35.5 %), and interest (n = 8, 25.8 %). This review highlights the need for more consistent approaches in defining and measuring children's digital engagement.