JOURNAL OF DIGITAL LEARNING AND

DISTANCE EDUCATION (JDLDE)

ISSN: 2964-6685

https://www.rjupublisher.com/ojs/index.php/JDLDE

Impact of Digital Learning Tools on Student Engagement and Achievement

Afam UZORKAa*, Omotoyosi Aishat ODEBIYIb
aDepartment of Art and Sciences, College of Education, Open, and Distance Learning, Kampala
International University, Kampala, Uganda.
bDepartment of History and Strategic Studies, University of Lagos, Akoka, Nigeria.

*Corresponding author: [email protected]

Abstract

The integration of digital learning tools in higher education has transformed online learning,
enhancing student engagement and academic performance. This study investigates the impact
of digital learning tools such as Learning Management Systems (LMS), interactive simulations,
and gamified content on student engagement and achievement in online courses. A qualitative
research design was employed, involving semi-structured interviews with 52 lecturers from 12
Universities in Uganda. Thematic analysis revealed six key findings: Digital tools enhance
student engagement through interactivity, they help bridge the gap between theory and practice,
they positively impact academic achievement, they facilitate communication between students
and lecturers, Gamification increases student motivation, and they promote student autonomy
in learning. The study concludes that digital tools significantly improve online education, but
challenges such as limited internet access and digital literacy remain. It recommends improving
digital infrastructure, providing faculty training, and integrating interactive digital tools to
enhance student engagement and learning outcomes.

Keywords: Digital Learning, Student Engagement, Online Education, Higher Education,

Uganda

Acknowledgments: The research team would like to thank the University of Uganda for allowing
this research.

For citation:
Uzorka, A & Odebiyi, O. A. (2025). Impact of Digital Learning Tools on Student Engagement and
Achievement. Journal of Digital Learning and Distance Education, 4(1), 1436-1445.
https://doi.org/10.56778/jdlde.v4i1.511.

Introduction

The rapid evolution of digital technology has reshaped the landscape of higher education,
introducing new methods for delivering instruction and supporting student learning. Digital learning
tools such as Learning Management Systems (LMS), interactive simulations, and gamified content
are now widely used to promote active learning, collaboration, and personalised educational
experiences (Coelho, Pires, & Martins, 2024; Langat, 2025; Uzorka, Odebiyi, & Kalabuki, 2025).
These tools have been particularly effective in enhancing student engagement and academic

UZORKA & ODEBIYI, 2025 Journal of Digital Learning and Distance Education Vol. 4 Issue 1 (June 2025)
 UZORKA & ODEBIYI, 2025 Journal of Digital Learning and Distance Education Vol. 4 Issue 1 (June 2025)

achievement in many developed regions, where digital infrastructure is robust and access is
widespread (Uzorka & Kalabuki, 2024; Wang, Zuo, He, & Wang, 2025; Wong, Lee, Chan, Tan,
Huang, & Lee, 2025).
However, in developing countries, including Uganda, the integration of digital learning tools
presents both opportunities and significant challenges. Ugandan universities frequently struggle with
large class sizes, limited physical resources, poor internet connectivity, and inadequate digital literacy
among students and faculty (Olaniyan & Fakuade, 2023). Despite these barriers, the shift toward
online education, accelerated by global trends and local needs, has led to the increased adoption of
digital tools to support teaching and learning.
While existing research has highlighted the general benefits of digital learning, much of this
work is concentrated in contexts where technological adoption is already advanced and focuses
predominantly on student experiences or global trends. There remains a gap in understanding how
these tools function in less technologically developed settings. Specifically, there is limited empirical
evidence on how digital learning tools affect student engagement and academic performance in
Ugandan universities, particularly from the perspective of lecturers who play a central role in
implementing digital pedagogy. This study seeks to address this gap through the following research
question: How do digital learning tools influence student engagement and academic achievement in
online courses in Ugandan universities?
By focusing on lecturers’ experiences and insights, this research offers a context-specific
understanding of the opportunities and challenges associated with digital learning tools in Uganda’s
higher education system. The objective of the study was to explore the impact of digital learning tools
on student engagement and academic achievement in online courses, as perceived by university
lecturers, to inform more effective digital pedagogical practices and policy decisions.

Literature Review

Student engagement is a critical factor in learning outcomes, and digital tools have been
shown to enhance engagement through interactivity and personalised learning experiences. Studies
indicate that interactive learning environments, including multimedia content, discussion forums, and
real-time quizzes, help sustain students’ interest and encourage active participation (Han, 2025;
Lasekan, Pachava, Godoy Pena, Golla, & Raje, 2024; McGivney, 2025). Learning Management
Systems (LMS), such as Moodle and Blackboard, provide structured platforms where students can
engage with course materials at their own pace, fostering both cognitive and emotional engagement
(Barbieri, 2025; Kigundu, 2025; Saknee, 2024). A study by Haerawan, Cale, & Barroso (2024) found
that students in online courses reported higher levels of engagement when instructors incorporated
interactive elements such as polls, video discussions, and collaborative assignments. Similarly, a
meta-analysis by Sailer, Maier, Berger, Kastorff, & Stegmann, (2024) confirmed that online learning
tools enhance engagement by providing real-time feedback and fostering student-centred learning.
Several studies highlight the positive correlation between digital learning tools and academic
performance. Digital platforms allow students to access on-demand learning materials, recorded
lectures, and self-paced exercises, which contribute to better understanding and retention of
knowledge (Chaudhary, Mahato, & Adhikari, 2025; Mirza¹ & Borana, 2025; Uzorka, 2024).
Gamification, adaptive learning systems, and formative assessments have also been shown to improve
student learning outcomes (Li, Fryer, & Chu, 2025; Pitthan & Witte, 2025; Zhang & Huang, 2024).
Research by Herout (2024) on self-regulated learning found that students who use digital tools for
self-assessment and practice tend to perform better in their coursework. Furthermore, Singh, Singh,
Tuli, & Mantri, (2024) found that digital simulations help bridge the gap between theoretical
knowledge and real-world application, particularly in STEM and medical courses.
Integrating game-like elements such as leaderboards, achievement badges, and reward points
has gained attention as a strategy for enhancing student motivation and engagement. Research shows
that gamified learning environments increase student participation and encourage competition,

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leading to better learning outcomes (Cai, Zhang, Liu, & Zhan, 2025; Nguyen-Viet, Nguyen-Duy, &
Nguyen-Viet, 2025; Subiyantoro et al., 2024). Ortiz-Rojas et al. (2025) found that students enrolled
in gamified courses reported higher motivation levels, greater task completion rates, and improved
problem-solving skills compared to those in traditional learning environments. Similarly, a study by
Hamid and Barzenji (2024) confirmed that gamification is particularly effective in maintaining
student engagement in long-term online courses.
Effective communication between lecturers and students is crucial for learning success, and
digital tools have been instrumental in breaking communication barriers in online education. Studies
show that tools like discussion forums, instant messaging, and video conferencing improve instructor-
student interactions, fostering a collaborative learning environment (Suen & Hung, 2025; Zamiri &
Esmaeili, 2024). A study by Shen et al. (2024) found that students in courses with active discussion
boards and real-time instructor feedback exhibited higher engagement and better performance than
those in courses with limited communication. Furthermore, Ncube and Ngulube (2025) confirmed
that asynchronous communication tools (emails, discussion boards) are particularly useful for
students who prefer self-paced learning, while synchronous tools (video calls, chat rooms) enhance
real-time clarification of concepts.
Self-directed learning is a key component of online education, where students take
responsibility for their own learning pace and progress. Research indicates that digital tools enhance
autonomy by providing flexible learning resources and self-assessment opportunities (Porubin, 2024;
Thilagam, Islam, Vijayakumar, & Hameed, 2025; Zhao, Li, Ma, Xu, & Zhang, 2025). Features such
as progress-tracking dashboards, self-paced modules, and adaptive learning pathways help students
develop better time management and independent study habits (Sengupta, Bardhan, Das, &
Chakrabarti, 2025). A study by Li & Abdullah (2025) found that students who regularly use online
learning platforms develop stronger self-regulation skills, leading to improved academic
performance. Additionally, Liu (2025) emphasised that self-paced digital courses are particularly
beneficial for students balancing academic and personal commitments.
The literature review highlights the significant role of digital learning tools in enhancing
engagement, academic performance, motivation, communication, and self-directed learning.
However, existing research is largely focused on developed countries, with limited attention to how
lecturers in developing contexts, such as Uganda, experience and implement these tools. This study
seeks to address this gap by exploring lecturers' insights into the effectiveness, challenges, and impact
of digital learning tools in Ugandan universities. The findings will contribute to the development of
strategies and policies for better digital integration in higher education institutions.

Methodology

This study employed a qualitative research design to explore the impact of digital learning
tools on student engagement and academic achievement in online courses. A phenomenological
approach was used to understand lecturers’ lived experiences and perceptions regarding various
digital tools, such as learning management systems, interactive simulations, and gamified content.
Data was collected through semi-structured interviews to allow participants to express their insights
freely while enabling researchers to explore emerging themes in depth.
The study involved 52 lecturers from 12 universities in Uganda. Participants were selected
based on their experience with online teaching and familiarity with digital learning tools. Their
perspectives provided valuable insights into how these tools influence student engagement and
academic achievement. Table 1 presents the demographic characteristics of the participants in the
study. Out of the 52 participants, 30 (57.69%) were males and 22 (42.31%) were females, all aged 25
to 55 years. The majority of participants, 36 (69.23%), held PhD degrees. Regarding online teaching
experience, 10 (19.23%) had less than 5 years of experience, 31 (59.62%) had between 5 and 10
years, and 11 (21.15%) had between 11 and 15 years. A purposive sampling technique was employed
to select participants who had firsthand experience with digital learning tools in an online teaching

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environment. The selection criteria included: Experience in using digital platforms for teaching,
Involvement in online course delivery at a Ugandan university, and Willingness to share insights on
student engagement and academic performance.

Table 1. Demographic characteristics of participants

Variables Male Frequency (%) Female Frequency (%) Total Frequency (%)
Gender 30 (57.69) 22 (42.31) 52 (100)
Age (Years)
25–34 06 (54.55) 05 (45.45) 11 (21.15)
35-44 14 (58.33) 10 (41.67) 24 (46.15)
45–55 10 (58.82) 07 (41.18) 17 (32.70)
Educational Qualification
Master 06 (37.50) 10 (62.50) 16 (30.77)
PhD 24 (66.67) 12 (33.33) 36 (69.23)
Online teaching experience (Years)
Under 5 years 04 (40.00) 06 (60.00) 10 (19.23)
5–10 years 19 (61.29) 12 (38.71) 31 (59.62)
11–15 years 07 (63.64) 04 (36.36) 11 (21.15)

Data was collected through semi-structured interviews conducted via online video conferencing
platforms. The interviews focused on how digital tools influenced student engagement, motivation,
academic performance, and communication between students and lecturers. Each interview lasted
between 30 to 60 minutes and was recorded with the participants’ consent. The interview guide
included open-ended questions addressing the following areas:
• The effectiveness of digital learning tools in promoting student engagement.
• The role of interactivity and gamification in enhancing learning experiences.
• Challenges faced in implementing digital tools for teaching.
• Perceived impact on student performance and autonomy in learning.
Follow-up questions were asked where necessary to gain deeper insights into participants'
responses.
Interviews were transcribed verbatim and analysed using thematic analysis. The process
involved:
1. Familiarisation with the data through repeated reading of transcripts.
2. Initial coding to identify key concepts and patterns.
3. Grouping codes into themes based on emerging insights.
4. Reviewing and refining themes to ensure they accurately represent the data.
The final themes were aligned with the study's objectives, highlighting the lecturers'
perspectives on student engagement, academic performance, and digital tool effectiveness. To ensure
credibility, dependability, and transferability in the research findings, the following strategies were
applied: Some participants reviewed the transcripts to verify accuracy; Insights were compared across
multiple participants to ensure consistency in themes; Discussions with colleagues helped refine the
interpretations; Detailed explanations were provided to enhance the study’s transferability.
Participants provided informed consent before the interviews, ensuring they understood the study’s
purpose and their rights. Confidentiality was maintained by anonymising responses and securing data
storage. Participants had the right to withdraw at any stage without any consequences.

Results

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The findings of this study reveal six key themes that emerged from interviews with lecturers
regarding the impact of digital learning tools on student engagement and academic achievement. Each
theme is presented below with a narrative description, followed by representative quotes that illustrate
the lecturers’ perspectives. To maintain the confidentiality of names, each participant in the study
was assigned a database number referred to as P 1 to P 52. When the findings reference a participant’s
comments, the database number (P 1 to P 52) is recorded in parentheses.

Enhanced Student Engagement through Interactivity

Many participants reported that digital learning tools, particularly interactive features such as
quizzes, discussion forums, and live polls, significantly enhanced student engagement. These tools
encouraged students to actively participate rather than passively consume information. Features such
as real-time feedback and multimedia integration kept students interested and involved in learning
activities. "I've noticed that students are more engaged when they interact with the content. Features
like quizzes and polls within the LMS keep them on their toes and encourage active participation" (P
9). "The ability to use videos, simulations, and animations has transformed how I teach. Students no
longer just listen; they interact, ask questions, and even research further on their own" (P 14).

Bridging the Gap between Theory and Practice

Participants highlighted that digital tools, particularly simulations and virtual labs, helped
students bridge the gap between theoretical knowledge and practical application. These tools provided
students with hands-on experience, allowing them to visualise abstract concepts and apply them in
real-world scenarios. "In subjects like engineering and medicine, simulations have been a game
changer. Students can now practice virtually before handling real-life cases, which boosts their
confidence and understanding" (P 26). "Before using interactive case studies, students struggled to
see how theory connected to practice. Now, they engage with real-life examples, which enhances
comprehension" (P 19).

Positive Impact on Academic Achievement

Several participants observed that students who actively engaged with digital learning tools
demonstrated improved academic performance. The availability of supplementary resources, self-
paced learning materials, and instant feedback contributed to better understanding and retention of
concepts. "Ever since we introduced interactive content and self-assessment quizzes, the students'
performance has improved significantly. They take ownership of their learning, and it reflects in their
grades" (P 41). "Students who regularly engage with the LMS resources perform better in
assessments compared to those who don’t. They have access to recorded lectures, additional reading
materials, and practice exercises" (P 22).

Facilitating Communication between Students and Lecturers

Digital learning tools were found to improve communication between lecturers and students.
Features such as discussion boards, chat functions, and email integrations provided students with
easier access to their lecturers, reducing hesitation in seeking clarification. "Previously, students
would hesitate to ask questions in class, but now they comfortably post their concerns on discussion
forums. It has created an open and continuous learning environment" (P 51). "With digital platforms,
I can provide timely feedback and address student concerns much faster than before. It has
strengthened my interaction with students" (P 35).

Gamification and Motivation

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The incorporation of gamified elements, such as badges, leaderboards, and reward points, was
seen as a powerful motivator for students. Gamification made learning more enjoyable and
competitive, fostering intrinsic motivation among students to complete tasks and participate in
activities. "When we introduced leaderboards and achievement badges, students became more
engaged. They now challenge each other to perform better, which wasn’t the case before" (P 11).
"Gamification has helped sustain interest, especially in repetitive tasks like coding exercises. Students
see learning as a fun challenge rather than a burden" (P 31).

Student Autonomy and Self-Directed Learning

Digital tools empowered students to take control of their learning, fostering autonomy and
self-directed study habits. The flexibility of online resources allowed students to learn at their own
pace and revisit materials as needed. "With digital tools, students can manage their learning schedule.
Some students prefer studying late at night, and the flexibility of online resources accommodates
that" (P 6). "I've observed that students who actively engage with online learning tools develop better
time management and independent study skills. They no longer rely entirely on classroom
instruction" (P 48).

Discussion

This study explored the impact of digital learning tools on student engagement and academic
achievement through the perspectives of university lecturers in Uganda. The findings align with
existing research while offering unique contributions, particularly in the context of Ugandan higher
education. The study found that interactive features such as quizzes, polls, discussion forums, and
multimedia content significantly enhance student engagement. These findings are consistent with
previous studies that have demonstrated how interactivity increases participation and motivation in
online learning environments (Han, 2025; Lasekan et al., 2024; McGivney, 2025). However, this
study uniquely highlights the specific tools and features that lecturers in Uganda find most effective,
such as live quizzes and real-time discussion forums. Unlike research conducted in developed
countries, where students may already be accustomed to digital interactivity, lecturers in Uganda
emphasised that these tools compensate for the lack of physical engagement in traditional classrooms.
Participants reported that simulations, case studies, and virtual labs effectively helped students
apply theoretical knowledge in practical contexts. These findings are in line with research by Singh
et al. (2024), which highlights the role of simulations in improving conceptual understanding and
skill development. A unique contribution of this study is the focus on how these tools address context-
specific challenges in Uganda, such as limited access to physical laboratories and practical training
facilities. Participants indicated that digital tools provide an alternative to hands-on experiences that
would otherwise be unavailable due to resource constraints.
This study found that students who actively engage with digital learning tools tend to perform
better academically, a finding consistent with research by Chaudhary et al. (2025), who noted that
online tools improve learning outcomes by providing additional practice opportunities and immediate
feedback. The unique contribution of this study is that it captures lecturers' direct observations of
performance improvements in a developing-country context. Unlike studies in highly digitised
environments, where digital tools are supplementary, lecturers in Uganda found that these tools
compensate for traditional instructional gaps such as large class sizes and limited contact hours.
The study found that digital tools improved communication between students and lecturers,
particularly through discussion forums, instant messaging, and email. These findings align with those
of Suen and Hung (2025), who found that asynchronous and synchronous communication tools
promote deeper engagement and more frequent student-teacher interaction. A notable contribution of
this study is the specific emphasis on how these tools address hierarchical barriers in Uganda, where
students traditionally hesitate to approach lecturers for clarification. Digital platforms create a more

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informal and accessible communication channel, encouraging students to ask questions they might
avoid in face-to-face settings (Dickson & Enock, 2024; Siregar & Kasmawati, 2022).
Gamification elements such as leaderboards, badges, and reward points were found to enhance
student motivation and participation, supporting findings by Cai et al. (2025), who emphasise the
effectiveness of game-based learning strategies. This study demonstrates the impact of gamification
in resource-limited learning environments. Participants highlighted that gamified tool make learning
more engaging, especially for students who struggle with motivation in purely text-based online
courses. The study found that digital learning tools promote student autonomy by allowing learners
to control their pace and access resources at their convenience. This aligns with research by Zhao et
al. (2025), who emphasise the role of self-regulated learning in academic success. The unique
contribution of this study is its focus on the role of digital tools in addressing the challenges of large
class sizes and limited instructor availability in Uganda. Participants noted that self-paced learning
materials help students compensate for gaps in instructor-led sessions.

Conclusion

This study examined the impact of digital learning tools on student engagement and academic
achievement in online courses, based on qualitative insights from 52 lecturers across 12 universities
in Uganda. The findings highlight that digital tools enhance student engagement through interactivity,
facilitate practical application of theoretical knowledge, improve academic performance, strengthen
communication between students and lecturers, increase motivation through gamification, and
promote student autonomy in learning. The study contributes to existing research by offering a
context-specific perspective on digital learning in a developing country, emphasising how digital
tools help compensate for traditional classroom limitations such as large student populations, limited
laboratory access, and hierarchical communication structures. It also underscores the critical role of
digital infrastructure and faculty training in ensuring the effective implementation of these tools.
Digital learning tools have the potential to revolutionise higher education in Uganda, making learning
more accessible, engaging, and effective. However, their success depends on institutional support,
faculty preparedness, and student adaptability. By addressing challenges related to digital
connectivity and instructional design, universities can fully leverage these tools to enhance the quality
and effectiveness of online education in the region.

Conflicts of Interest

The authors declare no conflict of interest.

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