Abstract
<title>Abstract</title> <p>Microlearning has emerged as an innovative instructional strategy that delivers content in short, focused, and structured learning units. This paper is based on Cognitive Load Theory, the Cognitive Theory of Multimedia Learning, and Self-Determination Theory, and examines the relationship between microlearning and student engagement, retention, perceived academic performance, and self-directed learning among undergraduate students in the classroom. A quantitative correlational research design was used with 251 undergraduate students who were exposed to microlearning-based instructional activities. Data were collected through a structured Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and Ordinary Least Squares (OLS) regression analysis in Python. The results showed significant positive relationships between microlearning exposure and all of the learning-related outcomes considered in this study. Among them, microlearning and student engagement were found to have the strongest association (\((r = 0.627)\), \((p < .01)\)). The regression analysis also showed that microlearning was a significant predictor of engagement, explaining 39.3% of the variance in engagement (\((R^2 = 0.393)\), \((p < .001)\)). The findings suggest that microlearning can be a useful complementary pedagogical approach for supporting engagement, retention, and self-directed learning in higher education settings. This study contributes empirical evidence to the growing body of research on microlearning and offers practical implications for curriculum designers and educators seeking flexible and scalable instructional strategies.</p>