ABSTRACT
In this chapter we focus on Net Generation, or digital native students, as they interact with emerging technologies and express satisfaction with online and technology-enhanced educational environments. Although we consider these elements separately, each forms complex interactions with multiple factors in the educational environment leading us to three conclusions. First, it is virtually impossible to anticipate how an intervention will evolve in a complex system such as a university or a classroom. Second, many of the outcomes we achieve will be counterintuitive, and nally there will be unanticipated side eects, both positive and negative that must be accommodated (Forrester 1993).
