Digital Learning Strategies, Motivation, and Technology Application Among Chinese Higher Education Students

This study aimed to utilized descriptive research to determine the relationship among digital learning strategies, motivation and technology application among higher education students in China. A total of 425 respondents were involved in the study. Results showed that majority of the student-respondents were female, sophomore level, and electrical information engineering majors. Respondents generally agreed on the importance of various indicators of digital learning strategies, especially learning platforms. In terms of motivation for digital learning, they agreed with all relevant projects and placed a special emphasis on digital security skills. As for the use of digital technologies, respondents also agreed with all indicators, especially access to information. Moreover, there exists no significant difference of responses in digital learning strategies, motivation and technology application when grouped according to profile variables. In addition, there exists a highly significant relationship among digital learning strategies, digital learning motivation and digital technology application among Chinese higher education students. This implies that effective digital learning strategies can positively impact students’ motivation to learn using digital tools. Also, motivated students are more likely to actively engage in and benefit from digital learning strategies. In addition, the use of appropriate digital technology can enhance both student motivation and the effectiveness of digital learning strategies. Enhanced digital learning program for Chinese higher education students was proposed.