Impact of digital technology-supported learning on learners’ motivation towards Quranic memorization: contextual insights

Abstract

Purpose In today’s era of digital technology, the process of learning is mainly reliant on information and communication technology. Moreover, the rapid advancements in information and communication technology have significantly impacted the learning performance of students. Hence, due to the significance of digital technology-supported learning in education, the current study aimed to analyze the effect of digital technology integration on Quranic memorization among madrasa students and examine the influence of digital technology integration for Quranic memorization on madrasa student motivation. Design/methodology/approach The study used a quantitative, correlational research design. The data were collected through random sampling techniques from 500 madrasa students from the Larkana, Sindh region, associated with the Sunni Deobandi sect, with the help of a survey questionnaire. Descriptive and inferential statistics were used to determine the relationship between Quranic memorization through digital devices and students’ motivation. Findings The study’s findings revealed that the motivation level of Madrasa students was in the high mean range and the students are highly motivated to use digital technology for Quranic memorization. Furthermore, results indicate that the impact of digital technology integration on Quranic memorization was at a high level of the mean range among madrasa students. Moreover, it was found that there exists a strong and positive correlation between digital technology integration for Quranic memorization through digital devices and students’ motivation. Moreover, the null hypothesis was rejected and the alternative hypothesis was accepted. Overall, Madrasa students were interested in learning Quranic memorization through digital technology in their learning. Practical implications Digital technology use in the classroom is essential in the current digital era because it allows students to study and practice essential 21st-century skills. Teachers can use digital technology tools in their formal teaching to enhance students’ learning. In the context of Madrasas, memorizing the Quran must be encouraged through digital mobile applications so that students can take an interest in their studies. Moreover, digital infrastructure and resources must be provided to get maximum benefit from the information and communication technologies. Originality/value This study offers a novel contribution to the growing body of research on immersive technologies in education by exploring the integration of virtual reality in Madrasa education in the Pakistani context, which remains largely under-researched. Specifically, it investigates the use of digital technology to support Quranic memorization, an area where digital tools have yet to be systematically examined. By focusing on religious education and memorization-based learning through immersive technology, this study provides a foundational framework for future research and practical implementation. It extends the application of digital technologies beyond conventional academic settings into culturally and religiously significant educational environments, thus broadening the scope of immersive educational research.