The Assessment of Students’ Learning Motivation, Perceived Learning Effectiveness, and Satisfaction Toward Blended Learning in Zhanjiang, China
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Purpose: The study aims to uncover the elements of blended learning in China that significantly impact student satisfaction. Seven variables were examined, and six hypotheses were formulated among system quality, information quality, learning motivation, perceived usefulness, perceived learning effectiveness, computer self-efficacy, and satisfaction. Research design, data, and methodology: It utilized quantitative techniques and analyzed 500 questionnaires at a normal university in Zhanjiang in Guangdong Province, China. Confirmatory factor analysis (CFA) and a structural equation model (SEM) were employed for hypothesis testing. Results: Findings reveal that system quality significantly influences satisfaction in blended learning. Information quality enhances students' perception of blended learning. Learning motivation significantly impacts satisfaction. Perceived usefulness significantly drives students' motivation to participate in blended learning. Additionally, perceived learning effectiveness positively affects satisfaction. Furthermore, computer self-efficacy is closely associated with students' perceived learning effectiveness in blended learning. Conclusions: The findings of this research shed light on essential factors that significantly influence student satisfaction in blended learning. Prioritizing system and information quality, learning motivation, perceived usefulness, perceived learning effectiveness, and computer self-efficacy can improve students' satisfaction and overall success in blended learning environments. This study highlights the significance of students' learning motivation and satisfaction in the era of Internet + education.
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