Abstract
This study examines the relationship between students’ perception of blended learning platform and course satisfaction based on engagement. Partial least-squares analysis is used. The results show that: (1) course satisfaction with blended learning is influenced by emotional engagement and perceived playfulness of blended learning platform; (2) perceived usefulness, ease of use, and interaction indirectly affect course satisfaction through emotional engagement; (3) perceived usefulness has a stronger direct influence on student cognitive and emotional engagement in blended learning. Emotional engagement is a mediator between perception and satisfaction. Implications for teaching practice are discussed, limitations provided, and future research directions suggested.
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