Research on the Influence of Blended Curriculum Teaching Evaluation Design on Learning Motivation--Based on Control Value Theory

Abstract

Blended learning environments bring new dimensions to the teaching capabilities of college instructors while also presenting novel challenges. Addressing these challenges requires investigation not only at the theoretical and policy levels but also in terms of individual awareness and practical implementation. Grounded in the control-value theory, this study scrutinizes the teaching evaluation design, control-value assessment, and students' learning motivation in blended courses within the blended online, online, and offline classroom settings. The study aims to explore the intricate relationships among these three components. The findings reveal that the teaching evaluation design of blended curriculum has no direct and significant impact on students' learning motivation in college classrooms. However, it does exert an indirect influence on students' learning motivation through control evaluation and value assessment. The outcomes of this research contribute to enhancing instructors' comprehension of the mechanisms that stimulate students' learning motivation in a blended curriculum context. Subsequently, it offers valuable insights for interventions to enhance students' learning motivation in college classrooms.