Effect of Technology Acceptance on Blended Learning Satisfaction

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.

本研究探究了混合式学习（blended learning）情境下技术接受度与学习满意度之间的关联，并重点关注在线行为、情感体验、社会归属感以及高阶思维的中介效应。本研究共纳入110名中国大学生参与，在为期11周的混合式学习结束后，所有参与者均完成了问卷填写。