Stimulating innovative learning practices with tech: artefacts influence learners’ actions

Recently, there has been a transformation in the teaching and learning methods at universities, with nearly all higher education institutions using Learning Management System (LMS) platforms for course delivery and learning activities. These digital learning environments exhibit limited innovative learning methods, including a deficiency in appropriate artefacts and tools, as well as a lack of personalization and assistance. One of the reasons why Sustainable Development Goal (SDG) goal 4 is important is because it highlights the need to invest resources for advancement of educational tools and facilities towards sustainable development education. The literature indicates a lack of equilibrium between the functions of artefacts, actions, and pedagogy in the ever-changing technology-enhanced learning environment. Therefore, this study aims to examine the relationship between the adoption of artefacts and their impact on innovative learning practices. It integrates Vygotsky’s concept of mediating human activity through the use of artefacts, as well as two foundational theories: connectivism learning theory and growth mindset theory. The data for this quantitative study were obtained through survey. An analysis was conducted on a total of 350 questionnaires, resulting in 241 responses. The survey was conducted among undergraduate students who are currently enrolled at Prince Mohammad bin Fahd University (PMU). The data were analyzed using SmartPLS. Findings: This study addresses the clear correlation of artefacts actions on learners that facilitates innovative learning practices in the context of Saudi Arabia. Students’ innovative learning experiences are defined by their independence and are facilitated by tangible actions. Students valued the inclusion of creative artefacts that promote problem-solving, facilitate student-centered learning, and incorporate gamified components which is essential for scholarly communication within and beyond the classroom. It is important to note that the inclusion of artefacts should not be solely for the sake of showcasing innovation without any meaningful influence on digital acceleration. In order to assess the applicability of these findings, it is recommended that future research be conducted in higher education institutions (HEIs) in other regions of Saudi Arabia or other Gulf Cooperation Council (GCC) countries. Additionally, further investigation should explore the impact of integrating virtual reality and augmented reality as tools, as well as incorporating various pedagogical approaches to test the effectiveness of the innovation in the learning process.