Exploring Student Engagement in Digitally Enhanced Engineering Courses at The Maroun Semaan Faculty of Engineering and Architecture

Abstract

This study examines how different dimensions of student engagement manifest in digitally enhanced engineering courses and whether these dimensions vary across course contexts. Grounded in the multidimensional framework of student engagement proposed by Fredricks et al. (2004), the study explores behavioral, emotional, and cognitive engagement among undergraduate engineering students at the American University of Beirut (AUB), specifically within the Maroun Semaan Faculty of Engineering and Architecture (MSFEA). Following 107 respondents, the findings indicate that engagement is not uniform across dimensions. Cognitive engagement, particularly perceived academic competence and instructional experience, showed statistically significant variation across courses, while behavioral and emotional dimensions, including participation, sense of support, emotional engagement, and performance orientation, remained relatively stable. Practice engagement also demonstrated variation, highlighting the role of course design in shaping opportunities for applied learning. Students reported positive perceptions of digitally enhanced learning environments, with strong agreement on the usefulness of digital resources and classroom discussions, and a general preference for digitally enhanced instruction. However, engagement with digital tools appeared to depend on their integration within assessment structures.