{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,24]],"date-time":"2026-08-24T14:34:57Z","timestamp":1787582097359,"version":"build-2736575974"},"reference-count":104,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,24]],"date-time":"2026-08-24T00:00:00Z","timestamp":1787529600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Technology-supported collaborative learning environments require higher education institutions to foster students' analytical, interdisciplinary, and collaborative capabilities. Although computational tools may support analytical thinking and problem-solving, their academic value may depend on students' learning orientations and interdisciplinary problem-solving attitudes. Similarly, cultural values may shape students' participation in collaborative activities through leadership skills and individual contributions. Accordingly, this study examines two complementary pathways associated with academic engagement: the pathway from computational tools to academic engagement through interdisciplinary problem-solving attitudes, and the pathway from cultural values to academic engagement through leadership skills and unique contributions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A cross-sectional survey was conducted among 502 university students in China. The proposed framework integrated technological, socio-cognitive, and collaborative dimensions of digitally supported learning. Seven hypotheses were empirically examined using primary survey data. Robust regression with heteroskedasticity-consistent standard errors was employed to account for potential heteroskedasticity, while bootstrap analysis was used to assess indirect associations under non-normal data conditions. The analysis focused on the associations among computational tools, interdisciplinary problem-solving attitudes, cultural values, leadership skills, unique contributions, and academic engagement.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The findings indicate that the effectiveness of computational tools was more strongly associated with students' learning orientations and interdisciplinary problem-solving attitudes than with technological exposure alone. In addition, the positive association between cultural values and academic engagement was statistically explained by leadership skills. Leadership skills showed a stronger positive association with academic engagement than unique contributions, emphasizing the importance of role-based coordination and collaborative leadership in digitally supported learning environments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The findings suggest that academic engagement in technology-supported collaborative learning environments is associated with the interaction of cognitive readiness and socio-collaborative participation. Computational tools appear to be more meaningful when embedded within learning processes that strengthen interdisciplinary problem-solving attitudes, while culturally grounded participation may be associated with engagement through students' leadership capabilities. These findings highlight the importance of integrating technological competencies with socio-collaborative capabilities when designing higher education learning environments. Given the cross-sectional design, the reported relationships should be interpreted as statistical associations rather than causal effects.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1885883","type":"journal-article","created":{"date-parts":[[2026,8,24]],"date-time":"2026-08-24T13:51:58Z","timestamp":1787579518000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Role of computational tools and cultural values on academic engagement among university students in collaborative learning environments in China"],"prefix":"10.3389","volume":"17","author":[{"given":"Mingguang","family":"Duan","sequence":"first","affiliation":[{"name":"Innovation and Entrepreneurship Institute, Guangxi Normal University","place":["Guilin, Guangxi, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiaorui","family":"Lan","sequence":"additional","affiliation":[{"name":"School of Foreign Languages, Guilin College","place":["Guilin, Guangxi, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yan","family":"Yang","sequence":"additional","affiliation":[{"name":"Department of Chinese, Lyuliang University","place":["Lyuliang, Shanxi, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,24]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"18309","DOI":"10.1038\/s41598-024-68495-4","article-title":"The impact of gender, psychology, and cultural dimensions on leadership development in distance education","volume":"14","author":"Abdallah","year":"2024","journal-title":"Sci. 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