Abstract
This study investigated the impact of Technology-Mediated Learning on Learner engagement in selected secondary schools in the Eastern Cape. The Unified Technology of Acceptance and Use Theory (UTAUT3) by Farooq, et al., (2017) and the Student Engagement Framework by Reeve (2013) framed the study. Three hundred and thirty-six participants from six schools
took part in the study. Data was gathered through paper questionnaires. The structural equation modelling analyses indicated that effort expectancy(EE) had a significant effect on agentic engagement(AE), behavioural engagement(BE), cognitive engagement(CE), and
emotional engagement(EME). Hedonic motivation(HM) influenced BE and EME.
Performance expectancy (PE) influenced EME, while personal innovativeness (PI) influenced CE and EME. Habit and social influence did not influence engagement(AE, CE, EME, and
BE). AE, CE, EME, and BE accounted for 16.4%, 19.2%, 39.8%, and 23.2% of the explained
variance, respectively, indicating that the impact of technology-mediated learning on these six schools was minimal.. The study’s findings provide insight for policymakers and authorities from the DBE in designing and aligning curriculum delivery and learning strategies so as to
improve student engagement using technology-mediated learning.