Research on the Mechanism of the Impact of Blended Learning on Learning Engagement

With the continuous development of information technology, higher education is also undergoing constant reforms and innovations. With the continuous improvement of Internet technology, blended learning has become the norm in universities. Learning engagement is not only an important indicator for measuring the quality of students' learning process, but also a crucial factor affecting their learning outcomes. Based on the compilation of existing factors influencing learning engagement, this study constructs a hypothetical model of factors influencing learning engagement from dimensions such as “self-regulated learning ability,” “academic self-efficacy,” and “teaching presence.” Through empirical research, it explores the factors influencing learning engagement and their mechanisms among university students. Taking current university students as the research subjects, this study utilized questionnaire surveys and conducted structural equation analysis using SPSS. The results show that teaching presence has a positive impact on academic self-efficacy. Teaching presence has a positive impact on learning engagement. Academic self-efficacy has a positive impact on learning engagement. Self-regulation positively moderates the impact of academic self-efficacy on learning engagement. Selfregulation negatively moderates the impact of teaching presence on learning engagement. Academic self-efficacy plays an intermediary role in the impact of teaching presence on learning engagement. Based on these findings, strategies and suggestions for enhancing learning engagement in blended learning are proposed.