How do cognitive and social factors shape learning? Unpacking the roles of procrastination, social disengagement, academic burden and prior knowledge

Despite significant investment in learning technologies to enhance student engagement and academic performance, universities face persistent challenges in achieving meaningful student participation through digital learning technologies. With the increased use of online technologies in the post-pandemic era, there is a renewed expectation for flexibility from students in how, when and where they learn. Prior studies have focused on the effects of engagement on learning. However, limited research focuses on the effects of disengagement, especially in the current context where disengagement is problematised as a critical challenge in higher education. This study explores the cognitive and social factors shaping learning, focusing on the roles of procrastination, social disengagement, academic burden and prior knowledge. Using learning analytics data from Vodcast platforms and online discussion forums, we examine how these behaviours impact student performance across diverse cohorts. The findings suggest contrasting effects of disengagement based on origin (domestic vs. international). More specifically, the results suggest the negative impact of disengagement, particularly for international and on campus students. However, prior knowledge moderates the negative effect of social disengagement on learning. The study advances our understanding of student disengagement behaviour and its impact on learning, particularly in the technology-supported learning context. This study has implications for academics, students and policymakers, contributing to the disengagement discourse.