Navigating new norms: a systematic review of factors for the development of effective digital tools in higher...

The rapid shift to online and blended learning in higher education has led to the development and use of digital tools that support student engagement and learning outcomes. This systematic review examines the effectiveness of these digital tools across various disciplines in higher education, focussing on factors that promote or hinder student engagement. A criteria-based comprehensive systematic search of three databases (Scopus, Web of Science and ProQuest, last date of enquiry 20 August 2024) identified 25 studies, inclusion criteria focussing on primary studies describing and evaluating interactive digital tools designed to enhance learning and/or assessment in higher education. Papers were analysed for bias using JBI checklists, and the papers' findings were analysed using a thematic analysis approach. Analysis of the papers uncovered four key design features that foster engagement with effective digital tools: interactivity, ease of use, immediate feedback and personalised learning experiences. Based on these findings, this review proposes a cyclic model for designing digital tools, emphasising an initial needs analysis, integration with course content, active engagement of students and educators, and ongoing refinement based on feedback. This model offers actionable guidelines for educators and institutions aiming to optimise digital tool development in higher education. The papers identified were typically short-term studies, on specific cohorts of students, and more long-term studies of the impact of digital resources are needed to determine long-term learning gain. The systematic review underscores practical strategies for leveraging digital tools to promote active, self-directed learning by focussing on evidence-based principles.