PERAN TEKNOLOGI DIGITAL DALAM MOTIVASI AKADEMIK DAN KECEMASAN BELAJAR SEBUAH KAJIAN LITERATUR PADA PENDIDIKAN TEKNIK

Abstract

The integration of digital technology in higher education, particularly engineering education, has brought significant changes to student learning experiences. This literature review aims to analyze the role of digital technology in shaping academic motivation and learning anxiety among engineering students. A systematic literature search was conducted through the Scopus, Web of Science, and Google Scholar databases for studies published between 2020 and 2025. Findings indicate that digital technologies such as online platforms, gamification, artificial intelligence, and virtual reality can enhance students' intrinsic and extrinsic motivation by providing interactive and personalized learning experiences. However, excessive exposure to digital tools also contributes to technostress and learning anxiety, particularly when students face digital overload or lack adequate digital literacy. Studies in the Indonesian context, including engineering education programs, emphasize both the potential and challenges of digital transformation, where infrastructure, pedagogical readiness, and psychological support remain critical issues. The review concludes that digital technology plays a dual role: as a driver of academic motivation and as a trigger of learning anxiety. Future research should focus on developing balanced digital learning models that maximize motivation while minimizing anxiety, particularly in engineering education at Indonesian universities.