Student engagement and digital evaluation practices in virtual learning systems: A study from Saudi universities

This study aims to empirically investigate the degree to which digital evaluation practices can predict and explain the level of student engagement in the context of the virtual classroom in Saudi universities. The study was grounded in the Constructivist Learning Theory and the Student Engagement Theory. Five dimensions of digital evaluation practices were examined: formative digital assessment, feedback quality and timeliness, transparency and clarity in assessments, variety in assessments, and the use of digital tools in assessments. An explanatory sequential mixed-methods research design was adopted to answer the research question. A survey was conducted among 390 students across multiple regions in Saudi Arabia to collect quantitative data. Semi-structured interviews were also conducted among 15 students to complement the findings. The results showed significant positive correlation between all dimensions of digital evaluation practices and student engagement. Using multiple regression analysis. The study concluded that digital evaluation practices act as the main pedagogical tool to affect the level of student engagement in the context of the virtual classroom in Saudi universities. The study provided empirical evidence to support the role of digital evaluation practices in predicting the level of student engagement in the context of the virtual classroom in Saudi universities.