Recently I was leading a meeting with a group of very young designers presenting a low-fi version of an idea for part of our product. It was gamified. It had delightful animations and heavy lift technological fixes for the problem at hand. It was a version of an app and interactions that one sees over and over. Make it competitive, make students award each other likes or fires or hot streaks (or whatever you want to call it), and that will overcome the problem (perceived problem) of no one actually wanting to do that whole learning thing.
So much edtech marketing tries to sell the idea of “engagement”; I've written before about why I find that phrase so pernicious. While I'm still bothered by the way that selling “engagement” through technology makes it seem like what teachers do is inherently not engaging (e.g. “boring” lecture, plain old non-technologized classrooms), the more damaging part of buying into the marketer's story, that technology's goal is “engagement”, comes from the way such framing distracts from the more valuable — and undervalued — part of teaching and learning: reflection. I would put it starkly: knowledge and the act of knowing comes not from engagement but from reflection percolating and punctuated over time.
A good friend of mine admitted that he was a pretty piss-poor teacher on zoom. He is, in the classroom, an excellent teacher, in no small part due to a charismatic persona which slides from serious to amused and from hard to soft with ease. It would be easy to imagine that he's just being tough on himself, but I think he's actually kind of right. He's not great on Zoom. Something about his instincts and his habits don't translate quite right and his inability to sense the physical cues of students distracts and frustrates him.
There is some sort of mismatch there or difficulty in translating teaching persona through the screen.