The aim of this study is to contrast levels of student engagement in blended and non-blended learning scenarios. The theoretical framework addresses core elements for the implementation of blended learning scenarios and discusses their impacts on student engagement. A design based on the within-subject experimental model was utilized with a sample of 92 tenth grade students from four different groups at a state public secondary school in the Northeast of Brazil. Procedures comprised the application of a survey on familiarity with ICT tools followed by the implementation of two blocks of lessons separated by a two-month interval, each of them composed of computer-assisted blended and traditional lecture-based learning scenarios. Students' responses to the tasks in each lesson were captured through a screen recording application and levels of engagement determined from criteria based on observable quantifiable behaviors. Nonparametric tests show significantly higher levels of student engagement in blended learning scenarios not affected by significant differences in familiarity with ICT. Categories of engagement regarding the students’ use of resources available in the lessons are presented and discussion emphasizes behavioral engagement as a context-specific phenomenon, highlighting implications for teaching practices.

本研究的目的是对比学生在混合式和非混合式学习场景中的参与程度。理论框架解决了实施混合学习场景的核心要素，并讨论了它们对学生参与的影响。巴西东北部一所公立中学的 92 名十年级学生样本来自四个不同组别，采用了基于学科内实验模型的设计。程序包括应用对 ICT 工具熟悉程度的调查，然后实施相隔两个月的两节课，每节课都由计算机辅助混合和传统的基于讲座的学习场景组成。学生们' 对每节课任务的反应是通过屏幕录制应用程序捕获的，参与程度是根据基于可观察的可量化行为的标准确定的。非参数测试表明，学生在混合学习场景中的参与度明显更高，而不受 ICT 熟悉程度的显着差异的影响。介绍了关于学生使用课程中可用资源的参与类别，讨论强调行为参与是一种特定于上下文的现象，突出了对教学实践的影响。