Exploring the Role of Interaction in Engagement and Satisfaction Within Virtual Learning Environments

Abstract

Empirical studies have recognized the significant role of student engagement and interaction in determining satisfaction within high-quality, synchronous virtual learning environments. A prevailing concept in research surrounding synchronous virtual satisfaction suggests that interaction is a key driver of learner engagement. However, very few research has delved into the underpinnings of this relationship. This study, therefore, aims to examine the potential mechanisms that link student engagement and satisfaction through interactions within a synchronous virtual learning environment. A sample of 200 South Korean secondary school students, comprising a balanced gender ratio (51% male, 49% female), was included in this research. The findings demonstrate a series of positive correlations among student engagement, interaction, and satisfaction. Furthermore, mediation analysis revealed a positive relationship between student engagement and satisfaction, with interaction serving as a mediating variable. The study's results suggest that high school students derive benefits when teachers take active steps to engage them. The findings of this study could guide future planners of synchronous virtual learning environments to prioritize student engagement as a strategic initiative for boosting satisfaction levels.