The Mediating Role of Satisfaction in Enhancing the Perception of Progress through Interaction in Online Learning

The present study aimed to explore the relationship between interaction in online learning and the perception of progress, mediated by satisfaction. It was conducted with a sample of 315 university students, utilizing a quantitative methodology, with an explanatory scope and a cross-sectional non-experimental design. Variables such as Cognitive Interaction, Interpersonal Interaction, Lesson Interaction, Satisfaction, and Perceived Progress were evaluated using a Likert scale-based instrument. The results revealed robust psychometric properties of the instrument, with high levels of reliability and convergent validity. Positive and significant relationships were found between interactions and satisfaction, and between satisfaction and perceived progress, highlighting the importance of fostering interactive and satisfying environments to enhance the perception of progress in students. These findings provide valuable guidance for educators and e-learning platform developers, contributing to the improvement of teaching strategies and technological tools.