IJIET 2026 Vol.16(2): 413-421
doi: 10.18178/ijiet.2026.16.2.2514
doi: 10.18178/ijiet.2026.16.2.2514
The Role of Cloud-Based Collaborative Tools in Fostering Digital Teamwork and Engagement in Undergraduate Computer Science Courses
Zhandos Zulpykhar1, Aigul Sadvakassova1,*, Zhupar Zhalgasbekova1, Zheniskul Zhantassova2,*,
and Ainagul Kadyrova2
1. Department of Computer Science, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan
2. Department of Computer Modeling and Information Technology, Sarsen Amanzholov East Kazakhstan University, Ust-Kamenogorsk, Kazakhstan
Email: astzhan@gmail.com (Z.Z); Sadvakassova_ak_1@enu.kz (A.S.); zhalgasbekova_zhk@enu.kz (Z.Z); Zheniskul_z@mail.ru (Z.Z.); Akadyrova@vku.edu.kz (A.K.)
*Corresponding author
2. Department of Computer Modeling and Information Technology, Sarsen Amanzholov East Kazakhstan University, Ust-Kamenogorsk, Kazakhstan
Email: astzhan@gmail.com (Z.Z); Sadvakassova_ak_1@enu.kz (A.S.); zhalgasbekova_zhk@enu.kz (Z.Z); Zheniskul_z@mail.ru (Z.Z.); Akadyrova@vku.edu.kz (A.K.)
*Corresponding author
Manuscript received August 6, 2025; revised August 22, 2025; accepted September 18, 2025; published February 9, 2026
Abstract—Collaborative problem-solving is central to Computer Science (CS) education, yet CS-specific evidence on how Cloud-Based Collaborative Tools (CBCTs) relate to engagement and teamwork remains limited. This study examines student perceptions during a 15-week intervention in which 31 undergraduates used Google Workspace, Microsoft Teams, and Miro to complete labs, reports, and team projects. Post-intervention ratings were above the neutral midpoint on core engagement indicators—for example, Motivation (M = 4.16, SD = 0.82; t(30) = 7.71, p < 0.001) and Effective Contribution (M = 4.00, SD = 1.00)—while technology-acceptance judgments were closer to neutral (e.g., Productivity, M = 3.06). Qualitative responses highlighted benefits (real-time co-editing, quicker feedback) alongside coordination challenges (scheduling, role clarity). Overall, the patterns indicate that CBCT-supported practices align with higher engagement and contribution in CS coursework, while pointing to implementation levers—structured roles and feedback cadence—to strengthen acceptance. The study contributes CS-specific evidence and practical recommendations for integrating CBCTs in blended and online learning contexts.
Keywords—Cloud-Based Collaborative Tools (CBCTs), computer science education, digital learning, student engagement, teamwork, technology acceptance
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—Cloud-Based Collaborative Tools (CBCTs), computer science education, digital learning, student engagement, teamwork, technology acceptance
Cite: Zhandos Zulpykhar, Aigul Sadvakassova, Zhupar Zhalgasbekova, Zheniskul Zhantassova, and Ainagul Kadyrova, "The Role of Cloud-Based Collaborative Tools in Fostering Digital Teamwork and Engagement in Undergraduate Computer Science Courses," International Journal of Information and Education Technology, vol. 16, no. 2, pp. 413-421, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).