Abdigapbarova Ulzharkyn, Sadirbekova Dinara, Nishanbayeva Sabira, Zhiyenbayeva Nadezhda
Department of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan.
Department of Science, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan.
Sci Rep. 2025 May 22;15(1):17865. doi: 10.1038/s41598-025-02875-2.
This article examines the impact of a technology-enhanced hybrid learning model, developed with consideration of the subjective needs of students and instructors, on key educational outcomes. The primary aim of the study is to assess the effectiveness of the "InterAcademy: Hybrid Future" model in improving academic performance, engagement, motivation, and satisfaction with the digital learning environment. The research was conducted using a quasi-experimental design involving 189 students and 35 instructors from a pedagogical university in Kazakhstan. Participants were randomly assigned to either a control group, which employed a traditional hybrid approach, or an experimental group, in which the proposed model was implemented. Data were collected through academic grades in four subjects, engagement and motivation scales, and a survey measuring satisfaction with the digital learning environment. The Mann-Whitney U test was used to identify statistically significant differences between groups. The results indicated that students in the experimental group demonstrated significantly higher academic performance across all subjects (p < 0.001), as well as greater engagement and motivation compared to the control group. Instructors in the experimental group reported higher levels of perceived teaching effectiveness, adaptability, and motivation than those in the control group (p < 0.001). Furthermore, both students and instructors in the experimental group expressed greater satisfaction with the digital learning environment, particularly regarding tool usability, integration with traditional methods, and content effectiveness (p < 0.001). The study advocates the integration of effective hybrid learning models based on the subjective needs of students and teachers. In general, the study informs a wide range of stakeholders in the field of education about the optimization of a hybrid learning environment.
本文探讨了一种技术增强的混合学习模式的影响，该模式是在考虑学生和教师主观需求的基础上开发的，对关键教育成果的影响。该研究的主要目的是评估“跨学院：混合未来”模式在提高学业成绩、参与度、动机以及对数字学习环境的满意度方面的有效性。该研究采用了准实验设计，涉及哈萨克斯坦一所师范大学的189名学生和35名教师。参与者被随机分配到对照组（采用传统混合方法）或实验组（实施所提出的模式）。通过四门学科的学业成绩、参与度和动机量表以及一项衡量对数字学习环境满意度的调查来收集数据。使用曼-惠特尼U检验来确定组间的统计学显著差异。结果表明，实验组的学生在所有学科上的学业成绩均显著更高（p < 0.001），并且与对照组相比，参与度和动机也更高。实验组的教师报告的教学效果、适应性和动机的感知水平高于对照组（p < 0.00）。此外，实验组的学生和教师对数字学习环境都表达了更高的满意度，特别是在工具可用性、与传统方法的整合以及内容有效性方面（p < 0.001）。该研究主张基于学生和教师的主观需求整合有效的混合学习模式。总体而言，该研究为教育领域的广泛利益相关者提供了关于优化混合学习环境的信息。
