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Effect of Technology Acceptance on Blended Learning Satisfaction: The Serial Mediation of Emotional Experience, Social Belonging, and Higher-Order Thinking

Author

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  • Tianjiao Chen

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Heng Luo

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Qinna Feng

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Gege Li

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

Abstract

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.

Suggested Citation

  • Tianjiao Chen & Heng Luo & Qinna Feng & Gege Li, 2023. "Effect of Technology Acceptance on Blended Learning Satisfaction: The Serial Mediation of Emotional Experience, Social Belonging, and Higher-Order Thinking," IJERPH, MDPI, vol. 20(5), pages 1-15, March.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:5:p:4442-:d:1085406
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    References listed on IDEAS

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    2. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
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