Learning engagement via promoting situational interest in a blended learning environment

In educational psychology, the theories of interest and self-determination have been well studied to find the relationships between learning attitudes and learning outcomes. However, the instructional design and the learning behaviors are the two missing elements which have not been fully investigated in the learning process. Therefore, we conducted two studies longitudinally with 2 years data from a 13-week engineering course at the City University of Hong Kong in a blended learning environment to verify the criticalness of these elements in these studies. With engagement records being collected from the learning management system in the second year, we further correlated the relationship from situational interest to engaged learning and finally the academic performance. Our findings make theoretical contributions by combining these two theories and link the model with behavior and achievement of students. It also demonstrates the importance of these theories on the instructional design.