Manuscript received January 25, 2024; revised February 23, 2024; accepted May 17, 2024; published October 22, 2024
Abstract—Education that reflects the fast growth of technology must be considerably enhanced, for instance, through learning media. Charles Prosser played a crucial role in engineering education by establishing standards for the field. In line with this legacy, the current study aims to examine the impact of focused immersion, digital literacy, and learning motivation on learning methods and the academic success of engineering students. A quantitative method with a cross-sectional survey design was used to engage 420 students from the Faculty of Engineering at an Indonesian institution. Based on the data analysis, the structural equation model (SEM) was considered, and the results showed that focused immersion (p = 0.000), digital literacy (p = 0.014), and learning motivation (p = 0.000) served as mediators between learning methods and academic achievement in Prosser’s theory, as can be seen from the significant value of p<0.05. Ultimately, the results of this research contribute to understanding the important role of focused immersion, digital literacy, and learning motivation in improving
Keywords—focused immersion, digital literacy, learning motivation, learning strategies, student academic performance
Cite: Elfi Tasrif, Muhammad Anwar, Hendra Hidayat, Hadi Kurnia Saputra, Ryan Fikri, Akrimullah Mubai, and Andhika Herayono, "The Contribution of Smartphone Learning Models on Student Academic Performance: The Role of Mediating Effects," International Journal of Information and Education Technology vol. 14, no. 10, pp. 1453-1460, 2024.