The Influence of Self-Efficacy, Perceived Usefulness, Perceived Ease of Use, and Cognitive Load on Students' Learning Motivation, Learning Attitude, and Learning Satisfaction in Blended Learning Methods

Abstract

This research explores the relationship between self-efficacy, perceived usefulness, perceived ease of use, cognitive load and students' learning motivation, learning attitude, and learning satisfaction when blended learning is applied to the freshman with interactive game design curriculum of the University of Science and Technology. The questionnaire survey method is applied in this study so that it analyzes the relationship between the research variables and verifies the hypothesis based on the collected 173 valid questionnaires. It obtains the following conclusions: (1) “Perceived usefulness” positively affects “learning motivation”, “learning attitude”, and “learning satisfaction”. (2) “Mental load” negatively affects “learning motivation”, “learning attitude”, and “learning satisfaction”. (3) “Perceived ease of use” positively affects “learning attitude”. (4) The study infers that students believe that the powerful functionality of blended learning is an important factor affecting their learning motivation, attitude, and satisfaction. As for whether students find the learning task difficult when using blended learning methods, this research has also confirmed that if students feel that the load is heavier, their learning motivation, attitude, and satisfaction will also be affected.