This study explores the impact of real-world contexts on student engagement in project-based learning (PjBL) in a technology integration course for undergraduate students. The research aimed to determine how real-world context projects influence student engagement compared to non-real-world context projects. The study involved 121 students from 12 sections of a technology integration course at a large public university in the United States. Students were divided into treatment and control groups, with the treatment group working on a real-world context project and the control group on a non-real-world context project. The real-world context project involved creating stop animation videos for elementary school students, which required students to apply their knowledge and skills in a practical, real-world setting. The study used a mixed-methods approach, combining quantitative and qualitative data to measure student engagement. Quantitative data included surveys and validated instruments to assess behavioral, emotional, and cognitive engagement. Qualitative data included student reflections, interviews, and analysis of reflection journals. The results showed that students in the real-world context project demonstrated significantly higher levels of engagement compared to those in the non-real-world context project. Specifically, students in the real-world context showed higher cognitive and emotional engagement, as well as increased behavioral engagement. The study found that real-world contexts enhanced student engagement by providing authentic learning experiences that connected students to real audiences. This connection increased students' motivation, involvement, and understanding of the course material. Students reported that working with real-world clients helped them develop communication and collaboration skills, as well as a deeper understanding of technology integration and service learning. The study also highlighted the importance of real-world contexts in promoting student engagement and enhancing the learning experience in higher education. The findings suggest that incorporating real-world contexts into PjBL can lead to more meaningful and effective learning outcomes for undergraduate students.This study explores the impact of real-world contexts on student engagement in project-based learning (PjBL) in a technology integration course for undergraduate students. The research aimed to determine how real-world context projects influence student engagement compared to non-real-world context projects. The study involved 121 students from 12 sections of a technology integration course at a large public university in the United States. Students were divided into treatment and control groups, with the treatment group working on a real-world context project and the control group on a non-real-world context project. The real-world context project involved creating stop animation videos for elementary school students, which required students to apply their knowledge and skills in a practical, real-world setting. The study used a mixed-methods approach, combining quantitative and qualitative data to measure student engagement. Quantitative data included surveys and validated instruments to assess behavioral, emotional, and cognitive engagement. Qualitative data included student reflections, interviews, and analysis of reflection journals. The results showed that students in the real-world context project demonstrated significantly higher levels of engagement compared to those in the non-real-world context project. Specifically, students in the real-world context showed higher cognitive and emotional engagement, as well as increased behavioral engagement. The study found that real-world contexts enhanced student engagement by providing authentic learning experiences that connected students to real audiences. This connection increased students' motivation, involvement, and understanding of the course material. Students reported that working with real-world clients helped them develop communication and collaboration skills, as well as a deeper understanding of technology integration and service learning. The study also highlighted the importance of real-world contexts in promoting student engagement and enhancing the learning experience in higher education. The findings suggest that incorporating real-world contexts into PjBL can lead to more meaningful and effective learning outcomes for undergraduate students.