2026 ASEE Annual Conference & Exposition

The Impact of Technology Access on Digital Engagement and Success Among HBCU Students

Presented at CIT Technical Session 3: Student Success, Engagement, and Analytics.

Technology plays a critical role in shaping student engagement and academic success in higher education. However, disparities in access to reliable devices and digital resources continue to affect students at minority-serving institutions, particularly Historically Black Colleges and Universities (HBCUs). This study examines how technological access, with a specific focus on laptop usage, satisfaction with device performance, perceived academic importance, and skills development, influences digital engagement and success among HBCU students. Using a quantitative descriptive design, survey data were collected from 94 students who received laptops through an institutional technology initiative. Findings indicate high levels of daily laptop use, strong satisfaction with device performance, and overwhelming agreement regarding the importance of laptops for completing academic tasks. This study utilized a quantitative survey research design to examine students’ access to technological devices and their perceived impact on academic performance. These results highlight the central role of technology access in supporting academic participation and skill development and underscore the need for sustained institutional strategies that promote digital equity and student success at HBCUs

Authors

Miss Ebunoluwa Omotola Otunubi Morgan State University [biography]

Ebunoluwa O. Otunubi is a doctoral researcher whose scholarly interests focus on technology access, digital equity, and student success in higher education, with particular attention to historically underserved student populations. My research examines how access to technological resources influences academic engagement, learning outcomes, and persistence, especially within minority-serving institutions. I employed both quantitative and mixed methods approaches to investigate the role of digital tools in academic performance, instructional delivery, and student support systems. My work contributes to the broader field of engineering and STEM education by highlighting structural and technological factors that shape learning experiences and educational outcomes. I am particularly interested in translating research findings into practical recommendations for institutional policy and educational practice.
Adeolu Victor Banjo http://orcid.org/0009-0009-2807-8065 Morgan State University [biography]

Banjo Adeolu Victor is a doctoral student and research assistant in the Department of Civil Engineering at Morgan State University, Baltimore, Maryland. With Bachelor's and Master's degrees in Architecture and years of professional practice in the architecture and construction industry, he combines academic teaching experience with industry expertise. His research explores the integration of Virtual Reality (VR), Augmented Reality (AR), and Building Information Modeling (BIM) to advance sustainable infrastructure engineering. Passionate about innovation and education, he has participated in several conferences and workshops, contributing to immersive learning, sustainable construction, and infrastructure resilience initiatives.
Julius Ogaga Etuke http://orcid.org/0000-0002-2710-2803 Morgan State University [biography]

Julius Ogaga Etuke is a seasoned civil engineer and Ph.D. Candidate in Civil Engineering at Morgan State University, where his research focuses on sustainable and resilient infrastructure engineering. With over 15 years of consulting and project leadership experience, primarily in Nigeria's infrastructure landscape, he brings a robust, practical perspective to academic inquiry. His doctoral research is at the cutting edge of transportation resilience, integrating virtual and augmented reality (VR/AR), climate adaptation modeling, and data-driven solutions to improve disaster preparedness and risk mitigation in complex transportation systems. As a COREN-registered engineer and member of the Nigerian Society of Engineers, his work emphasizes impactful research and consultancy that bridges structural design principles with urgent sustainability and resilience challenges.
Olorunfunmi Samuel Shobowale Morgan State University [biography]

Olorunfunmi Shobowale is a graduate research assistant at Morgan State University, Maryland, pursuing a Masters degree in Advanced Computing. He has over nine years of experience in IT, edtech and STEM education. His research focuses on equitable engagement strategies and the integration of AI in learning environments.
Oluwafisayo Jessica Adeolu Morgan State University [biography]

Oluwafisayo Jessica Adeolu is a Master candidate in Data Analytics and Visualization at Morgan State University and a Research Assistant in the Department of Civil Engineering. Her research focuses on digital equity, higher education outcomes, and data-driven approaches to urban systems which includes traffic noise variability and academic success among underserved populations. With over a decade of professional experience in data analytics, customer experience leadership, and operational management across retail, manufacturing, and supply chain sectors in Nigeria, she brings a practitioner's perspective to her academic work.
Dr. Oludare Adegbola Owolabi P.E. Morgan State University [biography]

Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University faculty in 2010. He is the director of the Sustainable Infrastructure Development, Smart Innovation and Resilient Engineering Research Lab, Department of Civil Engineering at Morgan State University.
Dr. Olushola V. Emiola-Owolabi http://orcid.org/https://0000-0002-8521-5769 Morgan State University [biography]

Olushola Emiola-Owolabi is an engineering pedagogy specialist, researching active learning in engineering classrooms and specializing in qualitative methods research on teaching and learning – particularly in remote synchronous learning environments.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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