Exploring the Impact of Interactive Technologies on Student Engagement in Blended Learning Environments at Higher Education Institutions

被引：0

作者：

Ghai, Anupriya Sharma ^{[1
]}

Altinay, Zehra ^{[2
]}

Altinay, Fahriye ^{[2
]}

Jasola, Sanjay ^{[3
]}

Dagli, Gokmen ^{[4
]}

Yikici, Betul ^{[4
]}

机构：

[1] School of Computing, Graphic Era Hill University, Uttarakhand, Dehradun

[2] Faculty of Education, Societal Research and Development Center, Near East University, Mersin 10, Nicosia

[3] Department of Computer Science, DBS Global University, Uttarakhand, Dehradun

[4] Faculty of Education, University of Kyrenia, Mersin 10, Kyrenia

来源：

International Journal of Interactive Mobile Technologies | 2025年 / 19卷 / 05期

关键词：

blended learning; higher education; massive open online courses (MOOCs); student’s intention; technology acceptance;

D O I：

10.3991/ijim.v19i05.52039

中图分类号：

学科分类号：

摘要：

Adopting new technologies in higher education is essential for enhancing students’ skills and knowledge. Blended learning, an innovative approach integrating traditional classroom instruction with online components, has emerged as an effective educational solution. Incorporating online elements into blended learning models has shown great promise in enriching the learning experience. This study employs a structural equation model to investi-gate the key factors influencing students’ adoption of blended learning in higher educational institutions. The study identifies significant relationships among various factors, highlight-ing their roles in shaping student experiences and intentions. These findings provide prac-tical recommendations for educators and institutions aiming to optimize blended learning environments, ultimately fostering active student participation and satisfaction. This study contributes to the continuous improvement of educational practices and student outcomes within blended learning models, particularly with the integration of massive open online courses (MOOCs). © 2025 by the authors of this article. Published under CC-BY.

引用

页码：233 / 257

页数：24

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