In a study investigating the effects of technology-supported versus non-technology-supported teaching on the types of learning activities that students feel encouraged to engage in, Wekerle and collaborators (2020) looked as well upon the associations between these learning activities and students' acquisition of domain-specific knowledge and cross-domain skills in higher education. The main theoretical basis was the ICAP framework of Chi and Wylie (2014), stating four types of overt learning activities with their associated knowledge-change processes: passive (receiving information/ material), active (manipulating course materials), constructive (generating new information content) and interactive (dialoguing with peers to co-create more information content). Among findings,

• Students felt more encouraged to engage in passive, active, and constructive learning activities when technology was used in the course, compared to when no technology was used.
• The use of technology did not affect students' engagement in interactive learning activities.
• Engagement in interactive and constructive learning activities, whether technology-supported or not, had the strongest positive associations with students' acquisition of domain-specific knowledge and cross-domain skills.

The analysis of various learning activities revealed significant differences in their impact on students' learning outcomes. Specifically, Wekerle’s study found that interactive learning activities demonstrated the most robust correlations with students' acquisition of both domain-specific knowledge and cross-domain skills. In contrast, passive learning activities showed no discernible relationship with any of the measured learning outcomes. This suggests that engaging, participatory learning methods may be more effective in promoting student learning across different areas of knowledge and skill development. As authors stated, ”higher education teachers [should] design their courses in ways that encourage their students to particularly engage in (technology-supported) interactive learning activities in contrast to the predominantly observed engagement in (technology-supported) passive learning activities”.

Designing participatory learning experiences is a crucial aspect of creating relevant, meaningful and effective educational situations.

In order to achieve this, it is essential to implement a blend of pedagogical, social, and technical strategies that cater to the diverse needs of students, ensuring that they are both behaviourally and cognitively engaged throughout the learning process (Wang, 2019). Incorporating elements that facilitate autonomy, competence, and relatedness can significantly enhance collaborative learning, allowing students to feel more connected and immersed in the activities they participate (Mentzer et al., 2023). Additionally, designing learning activities that encourage students to express their creativity and engage in meaningful contributions can lead to deeper understanding and more significant personal investment in the learning outcomes, ultimately enriching their educational experience and fostering a sense of community within the learning environment (Halverson, 2012). This can be achieved by creating rich learning activities that not only situate students within compelling narratives but also provide opportunities for reflection and peer critique, thereby encouraging them to engage in deeper collaborative processes that address complex real-world problems. Moreover, it is important to create a comfortable and supportive atmosphere where students feel empowered to share their ideas and learn from one another, as this emotional engagement is vital for fostering a participatory learning culture that resonates with their experiences and aspirations.

In this regard, the integration of technology can play a pivotal role in facilitating such environments, allowing for seamless interaction among learners while minimizing technical barriers that may hinder participation, thus ensuring that all students can fully engage with the tasks at hand (Wang, 2019). To further enhance this participatory approach, educators should focus on the design of activities that not only encourage teamwork and collective problem-solving but also challenge students to develop a rich understanding of the subject matter, thereby cultivating an intellectually stimulating environment that embodies the principles of social constructivism and active learning (Serva & Fuller, 1997; Mentzer et al., 2023; Ulinnuha & Indartono, 2019; Hafner & Ellis, 2005). By incorporating collaborative learning strategies and facilitating regular feedback opportunities among peers and instructors, students can actively participate in the learning process, ultimately increasing their retention and application of the material learned. This approach aligns with the findings that emphasize the importance of interaction and community in enhancing learning outcomes, particularly in collaborative settings where students can engage more meaningfully with the material and with each other (Ahmed & Lataifeh, 2024; Hathorn & Ingram, 2002). This collaborative model also encourages the development of critical skills such as communication and problem-solving (Hafner & Ellis, 2005; Hathorn & Ingram, 2002).

To achieve a successful implementation of these strategies, it is crucial for educators to find a balance that accommodates both individual learning styles and collective engagement, as this dual focus can significantly enhance the overall learning experience and prepare students for collaborative work environments they will encounter after graduation (Jeong & Hmelo‐Silver, 2016). Cultivating a reflection-rich environment allows students to connect their prior knowledge with new concepts, ultimately leading to the construction of deeper understanding and enhancing their ability to apply learned content in various contexts.