Blended learning is a learner-centered education paradigm. It is a hot issue that has attracted widespread attention in the global education community in recent years. This paper explores the effect of some important factors， including perceived ease of use， perceived usefulness， learning atmosphere and interactive behavior on the learning effect of blended learning， and the moderating effect of learning background. The results show that the factors such as perceived ease of use， perceived usefulness， learning atmosphere and interactive behavior are positively correlated with the acceptance of students in blended learning， and students’ acceptance has a significant positive effect on learning effect. The learning background can significantly adjust the relationship between perceived ease of use atmosphere and blended learning acceptance， but learning background does not play a significant regulatory role in terms of perceived usefulness and interaction behavior. For students with lack of learning background， perceived ease of use has the greatest impact on blended learning acceptance， while students with rich learning background， learning atmosphere has the greatest impact on blended learning acceptance. |
本站僅提供期刊文獻檢索。
