<b>Exploring Blended Learning Dynamics: Integrating Traditional and E-Learning Modalities in Mathematics Education</b>

The dataset includes responses collected from 31 students who took part in a survey assessing their experience with a one-semester blended learning approach in an advanced mathematics course. This approach was centered around the instructor's use of tablets in a face-to-face setting, incorporating pedagogical, social, and technical elements. The questionnaire comprised 28 items grouped into seven categories: pedagogical affordance (PA: 6 questions), social affordance (SA: 4 questions), technical affordance (TA: 5 questions), extrinsic motivation (EM: 3 questions), intrinsic motivation (IM: 4 questions), shallow cognitive engagement (SCE: 3 questions), and deep cognitive engagement (DCE: 3 questions). The questionnaire was designed using Google Forms and distributed to students anonymously following the conclusion of the semester. Respondents were asked to indicate their level of agreement with the statements using a five-point Likert scale: (1) Strongly disagree; (2) Disagree; (3) Neither agree nor disagree; (4) Agree; (5) Strongly agree.

本数据集收录了31名参与调研的学生的反馈数据，该调研旨在评估学生修读一学期采用混合式教学模式的高等数学课程的学习体验。该教学模式以教师在面授课堂中使用平板电脑为核心，融合了教学法、社交与技术三大维度的要素。调研问卷共包含28个题目，划分为7个类别：教学法适配性（pedagogical affordance, PA）6题、社交适配性（social affordance, SA）4题、技术适配性（technical affordance, TA）5题、外在动机（extrinsic motivation, EM）3题、内在动机（intrinsic motivation, IM）4题、浅层认知参与（shallow cognitive engagement, SCE）3题以及深层认知参与（deep cognitive engagement, DCE）3题。本次问卷通过Google Forms（谷歌表单）设计，并于学期结束后匿名发放给学生。受访者需采用5级李克特量表（Likert scale）表明对各题述内容的同意程度：(1) 非常不同意；(2) 不同意；(3) 中立；(4) 同意；(5) 非常同意。