How does the online discussion intervention influence learners' engagement, emotions, and motivation in a blended learning environment? Learners' need for cognition matters.

IF 3 3区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

BMC Psychology Pub Date : 2025-10-09 DOI:10.1186/s40359-025-03466-6

Zhen Wang, Xiaoge Chen, Haoli Zhao, Yulu Xu, Ping Wang

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Abstract

Background and objectives: Although online discussions are widely recognized as an effective instructional strategy in blended learning environments, their differential impacts on learners with varying need for cognition (NFC) remain underexplored. This study specifically examines how online discussion interventions affect learners' engagement, emotions, and motivation, with particular focus on the moderating role of learners' NFC.

Methods: In this study, we conducted a 2 (NFC: higher NFC/lower NFC) × 2 (online discussion intervention: online discussion/non-online discussion) between-subjects design and recruited 95 teacher education undergraduates.

Results: Results revealed that (a) online discussion intervention led to higher learning engagement, more enjoyment and less boredom than non-online discussion conditions; and (b) learners with higher NFC reported higher learning engagement and autonomous learning motivation, as well as more enjoyment and less boredom than learners with lower NFC. In addition, learners with higher NFC generated more high-quality discussion content than those with lower NFC in online discussions; and (c) NFC moderated the effects of online discussion intervention on cognitive engagement and autonomous learning motivation, with higher-NFC learners benefiting more from online discussions.

Originality/value: The findings highlight the critical role of bolstering learners' NFC and demonstrate the necessity of implementing NFC-based dynamic support mechanisms in online discussions. This study provides the first empirical evidence supporting personalized online discussion design based on NFC, contributing to the optimization of pedagogical effectiveness for diverse learner populations.

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在混合式学习环境中，在线讨论干预如何影响学习者的参与、情绪和动机？学习者的认知需求很重要。

背景和目的：尽管在线讨论在混合式学习环境中被广泛认为是一种有效的教学策略，但它们对具有不同认知需求（NFC）的学习者的不同影响仍未得到充分研究。本研究特别研究了在线讨论干预如何影响学习者的参与、情绪和动机，特别关注学习者NFC的调节作用。方法：本研究采用2 （NFC：高NFC/低NFC） × 2（在线讨论干预：在线讨论/非在线讨论）的被试设计，招募了95名师范教育本科生。结果表明：(a)与非在线讨论相比，在线讨论干预提高了学生的学习参与度，增加了学习乐趣，减少了学习无聊感；(b)与低NFC学习者相比，高NFC学习者报告了更高的学习投入和自主学习动机，以及更多的乐趣和更少的无聊。此外，在在线讨论中，NFC水平高的学习者比NFC水平低的学习者产生了更多高质量的讨论内容；(c) NFC调节了在线讨论干预对认知参与和自主学习动机的影响，NFC程度越高的学习者从在线讨论中获益越多。原创性/价值：研究结果强调了支持学习者NFC的关键作用，并证明了在在线讨论中实施基于NFC的动态支持机制的必要性。本研究首次提供了支持基于NFC的个性化在线讨论设计的经验证据，有助于优化不同学习者群体的教学效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

BMC Psychology Psychology-Psychology (all)

CiteScore

3.90

自引率

2.80%

发文量

265

审稿时长

24 weeks

期刊介绍： BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.