Determinants of Student Engagement in Blended Learning Environments: The Relative Influence of Technology Acceptance, Lecturer Support, and Motivation in Strategic Management Education

Abstract

Student engagement is a critical determinant of learning success in blended learning environments. However, existing research continues to produce inconsistent findings regarding the relative influence of technological, instructional, and psychological factors on engagement. This study examines the effects of perceived ease of use, perceived usefulness, lecturer support, and student motivation on student engagement among undergraduate Strategic Management students. A quantitative cross-sectional survey was conducted among 133 undergraduate students enrolled in Strategic Management courses at a Malaysian public university. Data were analysed using partial least squares structural equation modelling (PLS-SEM) through SmartPLS 4. The study integrates the Technology Acceptance Model and Self-Determination Theory to explain engagement in blended learning environments. The results reveal that student motivation is the strongest predictor of student engagement (β = 0.562, p < .001), followed by perceived ease of use (β = 0.248, p = .004). Perceived usefulness (β = 0.045, p = .607) and lecturer support (β = 0.005, p = .958) do not significantly influence engagement. The model explains 57.7% of the variance in student engagement (R² = 0.577). This study contributes to blended learning and student engagement literature in three important ways. First, it integrates TAM and SDT to provide a more comprehensive explanation of engagement in blended learning environments. Second, it extends engagement research into the context of Strategic Management education, a discipline characterized by high levels of analytical reasoning and decision-making. Third, the findings provide empirical evidence supporting an emerging shift from technology-centred explanations of engagement toward learner-centred explanations, highlighting the dominant role of student motivation in digitally mature learning environments.