The use of computers, mobile devices, and the Internet is at its highest level to date and expected to continue to increase as technology becomes more accessible, particularly for users in developing countries (Poushter, 2016). The digital revolution has profoundly affected daily living, evident in the ubiquity of mobile devices and the seamless integration of technology into common tasks such as shopping, reading, and finding directions (Anderson, 2016 Smith & Anderson, 2016 Zickuhr & Raine, 2014). We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook.

We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites ( Facebook and Twitter), and digital games influence student engagement. Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes.

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