# Navigating new norms: a systematic review of factors for the development of effective digital tools in higher education

## TL;DR

This paper reviews factors that make digital tools effective in higher education, identifying key design features that enhance student engagement and learning.

## Contribution

The paper proposes a cyclic model for designing digital tools based on four key features identified through systematic analysis of 25 studies.

## Key findings

- Four key design features for effective digital tools are interactivity, ease of use, immediate feedback, and personalized learning experiences.
- A cyclic model for digital tool design emphasizes needs analysis, course integration, active engagement, and feedback-driven refinement.
- Most studies were short-term, highlighting a need for long-term research on the impact of digital tools on learning outcomes.

## Abstract

The rapid shift to online and blended learning in higher education has led to the development and use of digital tools that support student engagement and learning outcomes. This systematic review examines the effectiveness of these digital tools across various disciplines in higher education, focussing on factors that promote or hinder student engagement. A criteria‐based comprehensive systematic search of three databases (Scopus, Web of Science and ProQuest, last date of enquiry 20 August 2024) identified 25 studies, inclusion criteria focussing on primary studies describing and evaluating interactive digital tools designed to enhance learning and/or assessment in higher education. Papers were analysed for bias using JBI checklists, and the papers' findings were analysed using a thematic analysis approach. Analysis of the papers uncovered four key design features that foster engagement with effective digital tools: interactivity, ease of use, immediate feedback and personalised learning experiences. Based on these findings, this review proposes a cyclic model for designing digital tools, emphasising an initial needs analysis, integration with course content, active engagement of students and educators, and ongoing refinement based on feedback. This model offers actionable guidelines for educators and institutions aiming to optimise digital tool development in higher education. The papers identified were typically short‐term studies, on specific cohorts of students, and more long‐term studies of the impact of digital resources are needed to determine long‐term learning gain. The systematic review underscores practical strategies for leveraging digital tools to promote active, self‐directed learning by focussing on evidence‐based principles.

What factors make for an effective digital learning tool in Higher Education? This systematic review identifies elements of a digital tool that published examples reveal to be features of an engaging and impactful digital tool. A systematic literature search yielded 25 research papers for analysis. Findings reveal four key features, and an idealised design process, for impactful digital learning tools.