When Autonomy Hurts and Relatedness Heals: Understanding the Dual Impact of Digital Versus Traditional Learning on Postgraduate Outcomes

This study examines the comparative effects of digital technology (DT)-assisted learning versus traditional classroom instruction on postgraduate management students’ comprehension, retention and psychological need satisfaction, grounded in self-determination theory and Vygotsky’s sociocultural theory. Using a quasi-experimental design, 124 students were assigned to either a DT-based condition—completing an HR analytics course on the Alison platform—or an instructor-led traditional condition covering identical content. The same faculty member supervised both groups to control for instructor effects. Independent t -tests revealed significantly higher post-test comprehension ( d = 1.50) and retention ( d = 1.13) in the traditional group, despite DT-based learners spending more time-on-task (5 vs 4 hours). The DT group reported significantly higher autonomy, while the traditional group reported significantly higher relatedness; no between-group competence difference was observed. Simple regression analyses identified relatedness as the strongest positive predictor of comprehension ( β = 0.62, p < .001) and autonomy as a significant negative predictor ( β = −0.48, p < .001). Bootstrap mediation confirmed comprehension partially mediated the autonomy–retention relationship. Moderated mediation analysis revealed relatedness significantly moderated this indirect pathway. Findings suggest DT-based learning fails to replicate the social scaffolding of traditional instruction necessary for deep comprehension and retention, identifying boundary conditions under which autonomy impairs rather than supports learning outcomes.