Investigating the Human-technology Correlates of Distance Learners’ Affective and Cognitive Outcomes in Technology-Enhanced Learning Environments

Abstract

The growing adoption of digital technologies in the educational realms has been focusing research interests on technology-enhanced learning environments. Although researchers agree on the existence of causal effects resulting from technology adoption in the educational milieu, the relationship between key user-technology attributes and learning outcomes remains largely understudied. This study, therefore, sought to investigate the potential human-technology correlates of distance learners’ affective and cognitive outcomes in the context of technology-mediated learning domains. The cross-sectional survey research design was used. A four-section New Media Environment Survey (NMES) battery and a 15-item multiple-choice questions aptitude test were used to collect data. Correlation analysis was used to analyse the study’s data. Results indicated statistically significant positive relationships between learner-technology interaction and affective outcomes (r (534) = 0.61, ρ = 0.000), learner-technology interaction and cognitive outcomes (r (534) = 0.10, ρ = 0.018), technology affinity and affective outcomes (r (534) = 0.56, ρ = 0.000), technology affinity and cognitive outcomes (r (534) = 0.17, ρ = 0.000), access to technology and affective outcomes (r (534) = 0.31, ρ = 0.000) and access to technology and cognitive outcomes (r (534) = 0.27, ρ = 0.000). In addition, the results revealed that while learner-technology interaction and technology affinity were correlates of affective outcomes, only access to technology was found to be a correlate of cognitive outcomes. The study recommended a structured model for orchestrating the elements that align students’ human-technology attributes with the affective and cognitive dimensions of learning outcomes.