Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China.
Int J Environ Res Public Health. 2023 Mar 2;20(5):4442. doi: 10.3390/ijerph20054442.
This study explored the relationship between technology acceptance and learning satisfaction in the context of blended learning, with a particular focus on the mediating effects of online behaviors, emotional experience, social belonging, and higher-order thinking. A total of 110 Chinese university students participated in this study and completed a questionnaire at the end of 11 weeks of blended learning. The results demonstrate that technology acceptance directly and indirectly relates to blended learning satisfaction. The mediation analysis further revealed two significant mediating pathways from technology acceptance to blended learning satisfaction: one through higher-order thinking, and the other through serial mediation of emotional experience, social belonging, and higher-order thinking. Moreover, there was no significant mediating effect of online learning behaviors on blended learning satisfaction. Based on these results, we have proposed practical implications for improving blended learning practice to promote learner satisfaction. These results contribute to our understanding of blended learning as an integrated construct under the triadic interplay of technical environment, learning behaviors, and individual perceptions.
本研究探讨了混合式学习环境中技术接受与学习满意度之间的关系，特别关注在线行为、情感体验、社会归属感和高阶思维的中介作用。共有 110 名中国大学生参与了这项研究，并在混合式学习结束后的 11 周内完成了一份问卷。结果表明，技术接受直接和间接地与混合式学习满意度相关。中介分析进一步揭示了从技术接受到混合式学习满意度的两条重要中介途径：一条是通过高阶思维，另一条是通过情感体验、社会归属感和高阶思维的序列中介。此外，在线学习行为对混合式学习满意度没有显著的中介作用。基于这些结果，我们提出了一些切实可行的建议，以改善混合式学习实践，提高学习者的满意度。这些结果有助于我们理解混合式学习作为一种整合的结构，受到技术环境、学习行为和个体认知的三重相互作用的影响。
