ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
This article is part of the Research TopicAdvancing Pedagogy Through InnovationView all 11 articles
Implementing Digital Learning: Evaluating the Effect of Data-Driven Factors on Student Engagement and Performance in BAIS courses
Provisionally accepted
- University of Business and Technology, Jeddah, Saudi Arabia
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Integrating digital technology in higher education has changed the learning landscape, especially in Business Analytics Information Systems (BAIS) courses. These courses are heavily dependent on interactive, data-driven technology, especially for student learning. This research examines the influence of training, cloud computing ability, big data analytical facility, and gamification on students' perceived ease and usefulness of systems, ultimately affecting students' engagement and performance in Saudi Arabian educational institutions. Drawing from the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), the research employed a quantitative approach, collecting data via face-to-face surveys at 5 universities in Saudi Arabia. Out of the 589 sent questionnaires, 367 were analyzed for validity, reliability, and structural modeling using SmartPLS 4. Findings showed that training, cloud computing ability, big data analytic facility and gamification significantly influenced perceived ease of use and usefulness. On the other hand, perceived ease of use towards BAIS courses significantly influenced students' engagement and performance. Perceived usefulness towards BAIS courses significantly influenced students' engagement but not students' performance. Results advance the TAM by integration of motivational components with the existing technology framework, recognizing the importance of ease of use, training, and gamification in improving motivation and engagement.
Keywords: big data facility, cloud computing ability, Gamification, Saudi Universities, TAM model, training
Received: 24 Oct 2025; Accepted: 27 Jan 2026.
Copyright: © 2026 Turki. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Dr. Amira Turki
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