Digital support for student engagement in blended learning based on self-determination theory
Open accessAbstract
Student engagement in a blended learning environment is very different from that in a traditional classroom environment, and is fostered by satisfying three innate needs identified in self-determination theory (SDT): autonomy, relatedness, and competence. Related studies have emphasized teacher support to satisfy the three students’ need, but not digital support. The founders of SDT recently stated that SDT-based research should focus on problems associated with learning technologies. Accordingly, this study proposed digital support designs to fulfill the three abovementioned needs, examined their effectiveness, and investigated how the developed forms of digital support and teacher support contributed to student engagement. The study adopted a sequential explanatory mixed methods research design and involved 426 Grade 11 students. The findings were as follows. (i) Compared with teacher support, digital support better engaged students in blended learning by satisfying their needs. (ii) Teacher support was closely related to student engagement. (iii) The relationship between digital support and student engagement varied. Possible explanations are the benefits of offering multiple modalities, considering learning expertise, and applying emotional designs. The findings contribute to SDT by adding a new perspective, namely digital support, and thereby proposing a new framework for needs support in blended learning.
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Using the two GenAI applications in teaching and learning generally satisfies the student's need for autonomy.
“These could support the student's need for autonomy (Chiu, 2021(Chiu, , 2022)); that is, using the two GenAI applications in teaching and learning generally satisfies this need.”
From The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney (2024) · cites this paper as Chiu, 2021(Chiu, , 2022)
Section 5.1 (page unavailable) reports that the study’s proposed LMS support designs satisfied students’ need for autonomy in blended learning. Section 4.4.1 (page unavailable) describes students choosing among LMS resources. The paper does not establish that using the two GenAI applications satisfies that need, or that using GenAI applications generally does so. (LLM, conf=0.87)
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- Authors
- Chiu, T. K. F.
- Affiliations
- Chinese University of Hong Kong (HK)
- Corresponding author
- Chiu, Thomas K.F.
- ORCID
- Chiu, Thomas K.F.
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2021-11
- Volume
- 124
- Pages
- 106909
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W3171536220
- Cited by
- 395
- References
- 62
- Citations by year
- 2026: 90 · 2025: 101 · 2024: 87 · 2023: 56 · 2022: 52 · 2021: 9
- FWCI
- 89.64
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Computers in Human Behavior (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- student engagement, blended learning, self-determination theory, digital support, teacher support, autonomy, relatedness, competence, emotional design, educational technology, high school students
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