EDUCATIONAL TECHNOLOGY USAGE AND STUDENT LEARNING PERCEPTIONS: A MIXED-DATA ANALYSIS

Abstract

Educational technology has become integral to higher education, reshaping instructional delivery, learner engagement,and access to academic resources. Despite widespread adoption of digital platforms, limited integration of quantitativeusage metrics withqualitative student perceptions constrains comprehensive evaluation of technology-mediated learningenvironments. This study addresses this gap by examining the relationship between educational technology usage andstudent learning perceptions using a mixed-data analytical approach. A convergent design was applied to a cross-sectional dataset comprising student survey responses, incorporating descriptive statistics, Pearson correlation analysis,regression modeling, and thematic analysis of open-ended responses. Findings indicate that higher usage frequency isassociated with improved perceived learning outcomes, while satisfaction and accessibility significantly influence studentexperiences. Accessibility emerged as a key determinant, with technical constraints such as connectivity and systemreliability affecting engagement levels. Qualitative insights highlight usability concerns, preference for intuitive design,and demand for interactive features as critical factors shaping perceptions. The study contributes to academic discourseby demonstrating the importance of integrating behavioral and perceptual dimensions in evaluating educationaltechnology effectiveness. Implications extend to institutional policy and regulatory frameworks, emphasizing the needforinfrastructure development, user-centered platform design, and inclusive digital strategies. The analysis underscores thateffective technology adoption depends on aligning system functionality with student needs and contextual conditions.