This study mapped 243 studies on student engagement and educational technology in higher education, finding most research originated from the US and UK, focused on undergraduate students, and employed quantitative methods. Behavioural engagement was the most frequently studied dimension, often fostered through text-based tools and learning management systems in blended learning environments. The review highlights the need for more qualitative research, broader geographic representation, and clearer definitions of student engagement in future studies.

The authors acknowledge funding from the German Ministry of Education and Research, which may influence the focus or interpretation of the findings. However, there is no explicit indication of bias in the presented results.

This systematic review provides a valuable overview of the research on student engagement and educational technology. The methodology is sound and the findings are clearly presented. However, several limitations, including language bias, limited time frame, reliance on sampling, and the dominance of quantitative studies, prevent it from receiving a higher rating. The limitations are acknowledged by the authors, and recommendations for future research are provided, which strengthens the paper's contribution to the field.