How to Build Student Buy-In for Learning Technology

Let’s face it, teaching is hard. Reaching your students is hard. And getting your students to fully embrace a new learning technology can be even harder. Heck, even getting student buy-in on anything can feel like pushing a boulder up a hill (shout-out Sisyphus).

Many of the teachers I’ve spoken with feel this way. They discover an exciting, innovative tool they believe can help themselves, but more importantly, help students. Only for the tool to fail because students resist using it or see it as busywork. It’s a trend that is all too common in education and a habit that is becoming increasingly hard to break.

Here’s the truth – even the best learning technology can fall flat on its face if students’ motivation and buy-in is not there. And as the educator, it’s up to you to help create that motivation and spark by buying in on the technology yourself! Buy-in isn’t given, it’s earned. Without it, you risk throwing away what would be a complete game changer for your course or classroom.

So what’s the secret in earning that buy-in? It’s all in understanding what motivates students and designing the learning experience to meet their needs.

To understand why student buy-in can be so elusive, let’s turn to Self-Determination Theory (SDT), Deci and Ryan’s macro-theory behind intrinsic motivation introduced in the 1980s. SDT identifies three core psychological needs that drive motivation:

1. Autonomy – Feeling in control of their own choices.
2. Competency – Feeling capable and confident in their abilities.
3. Connection/Relatedness – Feeling connected to others and part of a shared experience.

The problem is that many edtech solutions fail to address all 3 needs of Self-Determination Theory effectively. Some may prioritize functionality over the student’s autonomy, leaving students feeling like passive users rather than active participants. Others might limit creative freedom, stifle collaboration, or overwhelm students with complexity.

All learning technology must check their blind spots and see if they’re delivering on all 3 psychological needs. Because without autonomy, competency, and connection, technology can feel like just another obligation rather than a meaningful tool that enhances the learning experience.

While creating buy-in is tough and can take a lot of effort, the good news is there are several strategies educators can deploy to help increase student buy-in and ultimately foster autonomy, competency, and connection.

One of the most effective ways to increase buy-in is to clearly communicate the purpose and benefits of the technology. Students are more likely to engage when they understand how it will help them achieve their goals.

In a study published in the Journal of Educational Psychology, simply adding a brief rationale explaining the relevance of an activity significantly boosted student engagement—even for tasks perceived as boring.

For example, when introducing a new platform like Packback, highlight how it will:

• Allow them to explore topics of their own interest.
• Help them improve essential skills like critical thinking or communication.
• Make the learning process more interactive and enjoyable.

When students understand the “why,” they’re more likely to embrace the “how.”

Students often mirror the enthusiasm and engagement of their instructors. Even when educators do something as simple as varying their vocal tone or relating content to personal interests, student engagement increases. For educators using Packback, this can look like:

• Demonstrating how the tool works in a relatable way.
• Sharing examples of how it can help solve real-world problems.
• Showing genuine excitement about its potential to enhance learning.

When educators treat the technology as an essential part of the classroom experience, students are more likely to take it seriously and use it effectively.

But one of the most effective ways to get students engaged with new learning tech? Choosing the right tech.

Technology designed with Self-Determination Theory in mind naturally encourages buy-in by addressing students’ intrinsic motivational needs. For example, Packback’s platform integrates autonomy, competency, and connection into every aspect of its design:

• Autonomy: Packback empowers students to bring their own experiences and perspectives into discussions, making learning feel more relevant to their lives.
• Competency: With AI-driven feedback, students receive guidance to expand their thinking and improve their skills, boosting their confidence along the way.
• Connection: Collaborative features, like commenting on peers’ posts, foster a sense of community and shared learning.

By meeting students where they are and giving them opportunities to engage meaningfully, Packback encourages students to feel ownership over their learning. And while I was not a math teacher, I do know that meaningful engagement + ownership = true intrinsic motivation.

When high-quality pedagogy, thoughtfully designed technology, and skilled educators align, the impact is transformative. Students engage more deeply, educators feel more satisfied, and institutions see gains in learning outcomes and retention.

While getting students to buy into new technology can be challenging, it’s far from impossible. By focusing on autonomy, competency, and connection—and using tools like Packback that are purpose-built to foster intrinsic motivation—educators can create a learning experience where technology enhances, rather than hinders, learning.

If you’re ready to see the difference a thoughtfully designed platform can make, explore how Packback’s approach can transform engagement and outcomes in your classroom.