Vol.15, No.2, May 2026.                                                                                                                                                                          ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Digital Teaching Resources and Academic Interest in University Students: A Case of Initial Versus Intermediate Cycle

J. Jesús Arellano Pimentel, Rocío Solar González, Alejandra Velasco Pérez, José Vian Pérez

© 2026 J. Jesús Arellano Pimentel, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 15, Issue 2, Pages 1610-1618, ISSN 2217-8309, DOI: 10.18421/TEM152-55, May 2026.

Received: 13 July 2025.
Revised: 28 January 2026.
Accepted: 02 February 2026.
Published: 27 May 2026.

Abstract:

Digital teaching resources have the potential to trigger and sustain student interest, thereby benefiting learning processes and outcomes. This study provides empirical evidence on the differential impact of Emotional and Cognitive Interest, both influenced by digital teaching resources, on academic performance in first-cycle versus intermediate-cycle university students. Following a quantitative approach, the research utilized a non-experimental, correlational-exploratory, and comparative design with a non-probabilistic purposive sample and a cross-sectional data collection. Structural relationships were examined through a structural equation model (SEM) using robust WLSMV estimation, yielding excellent fit indices (RMSEA = 0.020, SRMR = 0.059, CFI = 0.991, TLI = 0.989). Results showed that Cognitive Interest positively and significantly predicts final course grades (β = 0.512, p < 0.001), while Emotional Interest levels reported by students were higher on average. These findings highlight the importance of distinguishing between emotional and cognitive components of academic interest to better support student achievement across educational stages.

Keywords – Digital instructional materials, Emotional Interest, Cognitive Interest, university students, formal education.

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