In the past few decades, the amount, depth, and breadth of research in education technology have increased with the development of science and technology. Researchers in this field also focus on various topics (Lai and Bower, 2019). From the perspective of learners, researchers explore the impact of educational technology on emotions, behavioral patterns, and interactions (Heckel and Ringeisen, 2019; Pursel et al., 2016; Joksimovi et al., 2015), from the perspective of pedagogy, researchers explore how to integrate learning design and teaching methods into educational technology (Garzon and Bautista, 2018), and from the standpoint of technology itself, researchers examine the characteristics of different teaching technologies, different ways of using technology and the impact of institutions and policies on technology (Wu, 2016; Laurillard et al., 2011; Porter and Graham, 2015). In addition, some scholars are critical of the existing educational technology research. They believe that the current research focuses too much on the development of science and technology, constantly designing and improving learning technology, and needs to consider whether these studies' results can be applied in large-scale educational practice (Selwyn, 2010). According to Selwyn (2007), the application of educational technology in universities has always been marginal. Although digital technology is strongly promoted in universities, the use of educational technology by students and teachers remains superficial due to the limitations of assessment methods and educational systems. Addressing this problem requires consideration of broader cultural, political, and economic factors. Since this is not the main focus of this proposal, I will not elaborate extensively at this point.

In a wide range of educational technology research from the learner's perspective, the two most concerned topics are learning and emotion. Studies on learning include quantitative analysis of the impact of educational technology on learning outcomes (Chan and Leung, 2014), improvement of knowledge acquisition through game-based education (Haan and Voort, 2018), and help virtual simulation technology improve learning skills (Jensen and Konradsen, 2017). Studies on emotion include students' satisfaction with the use of educational technology in the classroom (Bernard et al., 2009), the impact of interactive technology on learner motivation (Papastergiou, 2009), and learners' attitudes toward educational technology tools (Guo et al., 2015). This is also the part that this study will focus on: the impact of the application of educational technology tools in the classroom on the student learning experience, such as satisfaction, learning attitudes and engagement.

As mentioned above, different studies have explored different types and emphases of educational technology. This study focuses on expression technologies, which use digital tools to allow users to create and share content online in a wide variety of forms, including text, video, and images, allowing users to share their content with their peers. Expression technology enables students to express and communicate more freely and creatively (Shehata et al., 2023), and the carrier of expression technology in teaching is usually Web 2.0 digital tools.

The term Web 2.0 was first used in 2004 to refer to the second generation of internet services, emphasizing collaboration and communication on online platforms (Collis and Moonen, 2008). Common Web 2.0 tools include blogs, wikis, and Google Docs. These tools have two notable features, and the first feature is the low barrier to use. Usually, anyone with electronic access and basic knowledge of electronic products can output content online. The second feature is its attributes of social sharing. Users can interact with others through comments and collaborate to edit the same content. They can also post information to social media for public discussion or customize the scope of sharing information (Rosen and Nelson, 2008). Web 2.0 tools are also widely used in the classroom. The low threshold of use of this tool makes it easy for students to participate in the process of knowledge creation. Its attributes of collaboration enable students to share their views while seeing the content output by their classmates, interact with each other, or cooperate as a group. At the same time, teachers can also see the content all students share and give immediate feedback (Bond and Bedenlier, 2019). Web 2.0 tools commonly used in teaching activities include Flickr, Mentimeter, and Padlet (Bennett et al., 2012).