This paper investigates the effectiveness of digital midterm assessments in enhancing student learning within the context of engineering education. Through a mixed-methods approach, the study combines quantitative analysis of student performance with qualitative insights gathered from lecturer interviews. The aim is to determine whether digital midterms accurately predict final performance, promote deeper student engagement, and contribute to improved learning outcomes. The quantitative results reveal a strong, positive correlation between midterm and final exam performance, particularly for students at the extremes of the performance spectrum. However, the predictive accuracy for students in the middle range is less apparent. Notably, the quantitative analysis primarily provides a descriptive overview and guides the agenda for the semistructured interviews, which form the core of this research. Qualitative findings from the lecturer interviews emphasise the role of digital midterms as both diagnostic tools and motivators for student engagement. The study concludes that digital midterms, when integrated into a balanced assessment strategy, can significantly enhance student learning as evidenced both by student performance and educators' subjective perception of educational value. Key recommendations include refining midterm design, incorporating continuous assessment, and exploring personalised feedback mechanisms. This work contributes to the ongoing discourse on digital assessment practices in higher education, offering practical insights for educators in engineering and related fields.
