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Interactive technology combines artificial intelligence and virtual reality with collaborative digital platforms such as Google Docs, Microsoft Teams, and Nearpod. Mixed-methods evidence from 126 male students (grades 9–12) used a pre–post survey with paired t-tests and repeated-measures ANOVA, alongside focus groups. Results indicate significant improvements across engagement dimensions, suggesting interactive tools enhance learning experiences, support diverse needs, and align with UAE innovation and SDG 4 priorities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-perceptions-of-the-impact-of-interactive-technology-on-engagement-in-stem-classes/600495/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-perceptions-of-the-impact-of-interactive-technology-on-engagement-in-stem-classes/600495.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What interactive technologies were included in the study?","Question",{"text":112,"@type":113},"The study uses interactive technology that combines artificial intelligence and virtual reality, together with collaborative digital platforms such as Google Docs, Microsoft Teams, and Nearpod.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers measure student engagement changes?",{"text":117,"@type":113},"They applied a mixed-methods design using a pre–post survey analyzed with paired sample t-tests and repeated-measures analysis of variance, plus focus group discussions to capture student perceptions.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about engagement after the intervention?",{"text":121,"@type":113},"Students perceived significant improvements in multiple engagement dimensions, including cognitive, social, reflective, and goal-oriented engagement, following the use of interactive technology.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600495,1792160784,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(4), ep602 ISSN: 1309-517X (Online)  \nStudents’ perceptions ofthe impact of interactive technology on engagement in STEM classes  \nKarim Ragab 1,2*  \n 0000-0003-1337-3562  \nEnrique Martínez-Jiménez 1  \n 0000-0001-8364-5151  \nElvira Fernandez-Ahumada 1  \n 0000-0002-3371-5382  \n1 University of Córdoba, Córdoba, SPAIN  \n2 Al-Ittihad Private School–Mamzar, Dubai, UNITED ARAB EMIRATES  \n* Corresponding author: [karim_rgb@yahoo.com](karim_rgb@yahoo.com)  \nCitation: Ragab, K., Martínez-Jiménez, E., & Fernandez-Ahumada, E. (2025) . Students’ perceptions of the impact of interactive technology on engagement in STEM classes. Contemporary Educational Technology, 17(4), ep602 .  \n[https://doi.org/10.30935/cedtech/17408](https://doi.org/10.30935/cedtech/17408)  \nARTICLE INFO ABSTRACT  \n\n| Received: 16 Jun 2025\u003Cbr>Accepted: 10 Oct 2025\u003Cbr>INTRODUCTION | This study explores students’ perceptions of their engagement with interactive technologies in STEM classes at an applied technology school in the United Arab Emirates (UAE) . Specifically, the interactive technology (IT) involves artificial intelligence and virtual reality, along with collaborative digital platforms that incorporate AI elements such as Google Docs, Microsoft Teams, and Nearpod. The focus is on understanding how students perceive changes in cognitive, social, reflective, and goal-oriented engagement after using these technologies. Utilizing a mixed-methods approach, the study involved 126 male students from grades 9-12. The quantitative phase employed a pre-post survey with paired sample t-tests and repeated measures analysis of variance to assess changes in engagement. In contrast, the qualitative phase included focus group discussions to explore student perceptions. The results revealed that students perceived a significant improvement in various dimensions of engagement, including cognitive, social, reflective, and goal-oriented engagement, post-intervention following the use of IT. The findings suggest that interactive technologies can positively shape students’learning experiences, as these technologies cater to diverse student needs, improving academic outcomes and providing a more fulfilling educational experience. The results align with the UAE’s educational goals of fostering a knowledge-based economy through innovative practices.\u003Cbr>Keywords: interactive technology, student engagement, stem education, artificial intelligence, virtual reality |\n| --- | --- |\n\nThe 21st century educational landscape is rapidly changing, driven by technological development that offers exceptional opportunities to reshape teaching and learning. Among these innovations, interactive technologies such as artificial intelligence (AI) and virtual reality (VR) hold great potential to enhance student engagement, a crucial factor in academic success. Interactive technology (IT) refers to digital tools and platforms that actively engage users in the learning process by enabling two-way communication, providing real-time feedback, and offering immersive experiences (Yang, 2021; Yang et al., 2023) . This study presents a unique contribution of the United Arab Emirates (UAE) governmental schools. The applied technology schools in the UAE are gender-segregated, and this study focuses on a single-gender (male-only) group. This context remains underexplored in global research. The UAE’s educational system is facing a rapid transformation in response to the national priorities. These priorities emphasize innovation, digital literacy, and alignment with  \nthe sustainable development goals (UAE National Committee, 2017) . It is interesting to note that few empirical studies have explored how advanced technologies are perceived and experienced in actual classroom settings within the region (Jarrah et al., 2024; Khurma et al., 2023) . Additionally, this study investigates the combined use of AI and VR in STEM education. These tec","cbCaipjXWUfCaLNL","https://ap.wps.com/l/cbCaipjXWUfCaLNL","pdf",390394,24,"English","# Introduction\n## Interactive technology in STEM engagement\n## Study context in UAE applied technology schools\n## Engagement dimensions used in the study\n# Methods and evidence (mixed-methods overview)\n## Quantitative pre–post survey approach\n## Qualitative focus group approach","[{\"question\":\"What interactive technologies were included in the study?\",\"answer\":\"The study uses interactive technology that combines artificial intelligence and virtual reality, together with collaborative digital platforms such as Google Docs, Microsoft Teams, and Nearpod.\"},{\"question\":\"How did the researchers measure student engagement changes?\",\"answer\":\"They applied a mixed-methods design using a pre–post survey analyzed with paired sample t-tests and repeated-measures analysis of variance, plus focus group discussions to capture student perceptions.\"},{\"question\":\"What were the main findings about engagement after the intervention?\",\"answer\":\"Students perceived significant improvements in multiple engagement dimensions, including cognitive, social, reflective, and goal-oriented engagement, following the use of interactive technology.\"}]","Students’ perceptions ofthe impact of interactive technology on engagement in STEM classes | PDF",1792090804]