The purpose of this study was to explore the relationship and functioning mechanism between a blended synchronous learning environment (BSLE) and high school students’ cognitive engagement with a mediating role of motivation. This study surveyed 385 high school students enrolled in blended synchronous courses. Building on the quantitative results, 43 students in 23 small groups were selected to be measured in more depth. Results showed that pedagogical affordance was found to be a strong predictor to students’ extrinsic motivation, intrinsic motivation, and deep cognitive engagement. Interestingly, the impact of pedagogical affordance on students’ shallow cognitive engagement was fully mediated by extrinsic motivation. However, statistically, the impact of social and technical affordance on motivation and cognitive engagement was not observed. The follow-up qualitative research yielded seven major themes with regard to pedagogical, social, and technical affordance. These themes helped to understand and interpret those results observed in quantitative phase. This study suggested that instructors and practitioners must take into consideration pedagogical, social, and technical affordance to redesign a motivating and engaging learning environment.

这项研究的目的是探讨混合同步学习环境（BSLE）和高中学生的认知参与与动机的中介作用之间的关系和功能机制。这项研究调查了385名参加混合同步课程的高中学生。在定量结果的基础上，选择了23个小组的43名学生进行了更深入的测量。结果表明，教学能力是学生外在动机，内在动机和深层认知参与的有力预测指标。有趣的是，教学能力对学生浅层认知参与的影响完全由外在动机介导。但是，从统计上看，没有观察到社会和技术负担对动机和认知参与的影响。后续定性研究产生了关于教学，社会和技术能力的七个主要主题。这些主题有助于理解和解释在定量阶段观察到的结果。这项研究表明，教师和从业人员必须考虑教学，社会和技术方面的能力，以重新设计具有激励性和吸引力的学习环境。