In this article, the authors critique the common approach used to study the effectiveness of technological interventions for raising students' sense of belonging. Two studies are reviewed, one used Facebook groups and the other used a makerspace. Both studies primarily failed to include any variable that measures the extent of student involvement in the use of the applied technology. Future research could be extended to overcome this drawback and/or to provide students with an active role, if possible, in designing part of the intervention.