Interplay of Learning Platform Affordances, Acceptance, and Blended Learning Engagement: An SEM Approach

Abstract

Learning and management system (LMS) is key to the success of blended learning. However, its relationship with learners' attitude and learning engagement remains unclear in the blended learning context. Informed by the technology acceptance theory (TAM), this study has identified six key constructs related to LMS affordances and blended learning engagement, and utilized the structural equation modeling approach to validate a theoretical model describing the intertwined causal relationships among LMS affordances, acceptance, and learning engagement. The results indicated the perceived ease of use and perceived usefulness of LMS in the blended learning context have a great impact on students' learning engagement and attitude toward behavior. Learning affordances greatly affects LMS's perceived ease of use and perceived usefulness in blended learning context. The research results support the revised model as a theoretical model for understanding the interplay of learning platform affordances, acceptance, and blended learning engagement. Based on the research findings, useful implications for improving LMS utilities and blended learning experiences were proposed.