The influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performance
Abstract Faced with the impact of COVID-19 in mainland China in 2022, many universities adopted a hybrid approach, combining online and offline teaching. However, limited research has been conducted on hybrid education. Our study primarily investigated college students in mainland China, examining t...
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| Format: | Article |
| Language: | English |
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Springer Nature
2025-07-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-025-05303-y |
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| author | Li-Wei Lin Shih-Yung Wei Kuo-Liang Lu Shuo Wang Tai-Ge Yan |
| author_facet | Li-Wei Lin Shih-Yung Wei Kuo-Liang Lu Shuo Wang Tai-Ge Yan |
| author_sort | Li-Wei Lin |
| collection | DOAJ |
| description | Abstract Faced with the impact of COVID-19 in mainland China in 2022, many universities adopted a hybrid approach, combining online and offline teaching. However, limited research has been conducted on hybrid education. Our study primarily investigated college students in mainland China, examining the effectiveness of hybrid teaching through a questionnaire survey on their learning performance. Due to the recurring outbreaks, many universities continued to implement blended teaching. Our research aimed to develop new models to explore the relationships between students’ interactive learning, learning motivation, immersion learning, cognitive learning, and overall learning performance. We sought to enhance students’ learning outcomes through mixed learning approaches. Our study surveyed N = 387 students, and three hypotheses were found to be positively correlated. Using statistical analysis, we estimated the overall learning rate and examined the relationships among key causal variables. The results indicated that learning motivation and immersion learning are positively correlated with cognitive learning, which, in turn, cognitive learning is positively correlated with learning performance. A significant finding of our research is that students prefer a hybrid learning model that integrates online and offline learning methods. |
| format | Article |
| id | doaj-art-beb487de88b445ad988b6a3c681ca54e |
| institution | Kabale University |
| issn | 2662-9992 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj-art-beb487de88b445ad988b6a3c681ca54e2025-08-20T04:01:53ZengSpringer NatureHumanities & Social Sciences Communications2662-99922025-07-0112111210.1057/s41599-025-05303-yThe influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performanceLi-Wei Lin0Shih-Yung Wei1Kuo-Liang Lu2Shuo Wang3Tai-Ge Yan4Department of Finance, Shanghai University of Finance and Economics Zhejiang CollegeSchool of Mathematics Statistics, Shaoguan University, Shaoguan CityDepartment of Yangmin Honors School of Humanities, Ningbo Childhood Education CollegeZhejiang Gongshang UniversityDepartment of Finance, Shanghai University of Finance and Economics Zhejiang CollegeAbstract Faced with the impact of COVID-19 in mainland China in 2022, many universities adopted a hybrid approach, combining online and offline teaching. However, limited research has been conducted on hybrid education. Our study primarily investigated college students in mainland China, examining the effectiveness of hybrid teaching through a questionnaire survey on their learning performance. Due to the recurring outbreaks, many universities continued to implement blended teaching. Our research aimed to develop new models to explore the relationships between students’ interactive learning, learning motivation, immersion learning, cognitive learning, and overall learning performance. We sought to enhance students’ learning outcomes through mixed learning approaches. Our study surveyed N = 387 students, and three hypotheses were found to be positively correlated. Using statistical analysis, we estimated the overall learning rate and examined the relationships among key causal variables. The results indicated that learning motivation and immersion learning are positively correlated with cognitive learning, which, in turn, cognitive learning is positively correlated with learning performance. A significant finding of our research is that students prefer a hybrid learning model that integrates online and offline learning methods.https://doi.org/10.1057/s41599-025-05303-y |
| spellingShingle | Li-Wei Lin Shih-Yung Wei Kuo-Liang Lu Shuo Wang Tai-Ge Yan The influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performance Humanities & Social Sciences Communications |
| title | The influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performance |
| title_full | The influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performance |
| title_fullStr | The influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performance |
| title_full_unstemmed | The influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performance |
| title_short | The influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performance |
| title_sort | influence of interactive learning learning motivation immersion learning and cognitive learning on learning performance |
| url | https://doi.org/10.1057/s41599-025-05303-y |
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