To what extent do digital learning platforms impact the learning experience and academic performance of UTAR FICT students

Puniya Kotty, Lalitha (2025) To what extent do digital learning platforms impact the learning experience and academic performance of UTAR FICT students. Final Year Project, UTAR.

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Abstract

This research examines the extent to which online learning websites impact the learning process and academic performance of university students based on the Self-Determination Theory (SDT). As development in online learning continues to grow, understanding psychological and academic effects of such online websites has become more important. Three separate SDT constructs—autonomy, competence, and relatedness—were employed, and learning experience as the mediator variable, with academic performance as the dependent variable. Quantitative research design was employed, with a standardized questionnaire completed by 210 undergraduate students at the Faculty of Information and Communication Technology (FICT), Universiti Tunku Abdul Rahman (UTAR). Data collection and analysis were conducted using SPSS software, using descriptive and inferential methods. Descriptive statistics like mean, standard deviation, skewness, and kurtosis were used to evaluate data distribution and central tendencies. Internal consistency greater than 0.70 in Cronbach's Alpha confirmed the reliability of measurement constructs. Pearson correlation analysis indicated significant correlations between variables. Multiple regression analysis was used to derive the predictive power of autonomy, competence, and relatedness to academic performance. Additionally, moderated regression analysis was used to quantify the impact of learning experience on these relationships as well as including interaction terms for testing its moderation effect. The study revealed that autonomy, competence, and relatedness are positively associated with the learning experience of the students that, consequently, affect the academic performance positively. The study concludes that, when online learning environments are being designed to serve the psychological needs of the learners, they may improve academic achievement and engagement in students. These conclusions are valuable for teaching faculty and institutions to reaffirm student support systems and online learning approaches at the university level.

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