# Student eXperience: A Systematic Literature Review
## 5 Answering the Research Questions
### RQ2: What Dimensions/Attributes/Factors Influence (Undergraduate) SX?
From the point of view of technological support, [PERSON] et al. addressed the role that learning technologies and learning management systems play in improving students' experiences. This is evidenced in the learning outcomes of students [69]. Likewise, [PERSON] and [PERSON] analyzed the use of technology in the learning experience of students, and the consequent impact on their lives. Although the impact of technology on SX and on learning outcomes is notable, the lack of studies linking these elements is evident. As [PERSON] and [PERSON] said \"we know little about how students' personal, digital and educational lives intersect and shape their learning experience\" [70]. The prevailing focus of teaching and learning on student experience has led to the development of tools that can increase student satisfaction. This is the case of the User eXperience Design for Learning Honeycomb framework, which aims to create valuable online learning experiences. [PERSON] et al., analyzed the use of this framework and detected four aspects in the online platform's design that students find valuable: accessibility, usefulness, intuitiveness, and desirable [71]. There are surveys that allow us to get notions about the learning experience of students, more specifically, their learning outcomes. [PERSON] et al. used, in their study, the Student Experience in the Research University Survey (SERU-S), which allows accountability for assessing and reporting learning outcomes in higher education [72]. Students' engagement in relation to students' experiences is one of the most frequently observed themes in the literature regarding SX. Student engagement has been associated with other elements of SX, such as student learning and achievement [73]. Studies carried out with the Student Experiential and Engagement Value Index (SEEVI) have made clear the close relationship between students' engagement with HEIs, and their experience [74]. Student engagement is influenced by many factors, such as sense of belonging, institutional commitment, student satisfaction, and the quality of the students' experiences [75]. [PERSON] and [PERSON] have used the National Survey of Student Engagement (NSSE) to analyze students' perceptions about the issues that challenge them to develop skills, awareness, confidence, and other factors that influence their engagement. The close relationship that exists between engagement and the experience of students is evident [76]. [PERSON] and [PERSON] analyzed the impact of students' experiences in HEIs and their sense of belonging. In their work, they concluded that \"the students' states of being, belonging and becoming are critical to understand in order to engage students for a successful experience in higher education\" [77]. It is evident that the sense of belonging and the engagement of the students are closely linked, and that sense of belonging plays a vital role in the wellbeing of the students. Similarly, [PERSON] et al. highlighted the importance of students' sense of belonging while reducing their stress levels, to improve their experience. This also reduces the risk of dropping out [78]. Other authors directly relate student retention with increasing students' satisfaction by improving their experience [79]. Both sense of belonging and workload stress have been validated, together with feeling supported and intellectual engagement, as elements that serve to evaluate the experience of students. In this way, the crucial role that the affective aspects of students have, in terms of the quality of their experiences, is revealed. In addition, student engagement has been related to student happiness, which has implications for students' experiences and overall wellbeing [80]. [PERSON] and [PERSON], monitoring trends in student satisfaction, have realized the importance of satisfaction in student engagement. If students had good and satisfactory experiences, they were more reluctant to drop out of their studies.