While the educational disruption caused by the Covid-19 pandemic underscores the importance of blended learning in higher education, research on the effectiveness of blended learning is still inconclusive. Drawing from the motivational design model of the ARCS (i.e., attention, relevance, confidence, and satisfaction), this study attempts to fill the gap to evaluate effectiveness of blended learning from a multi-dimensional perspective. Participants were randomly assigned into three experimental groups (i.e., face-to-face, pure online, and blended). A questionnaire survey was administered in each group after the trial courses. The data was analysed by using the one-way ANOVA with post hoc tests. The results showed that blended learning outperformed pure online learning in enhancing students' attention, confidence, and satisfaction perceptions. Additionally, blended learning had a higher level of satisfaction perception than face-to-face learning. Follow-up interviews were also conducted to provide an in-depth understanding of how blended learning motivated students during the learning process. Considering that blended learning may become a new normal in higher education after the Covid-19 pandemic, the findings of the present study provide evidences to support the effectiveness of the blended learning approach in addressing students' motivational needs.

中文翻译：

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使用 ARCS 模型评估混合学习的有效性

尽管 Covid-19 大流行造成的教育中断强调了混合学习在高等教育中的重要性，但对混合学习有效性的研究仍然没有定论。本研究借鉴ARCS的动机设计模型（即注意力、相关性、信心和满意度），试图填补空白，从多维角度评估混合学习的有效性。参与者被随机分配到三个实验组（即面对面、纯在线和混合）。试课结束后对各组进行问卷调查。通过使用单向方差分析和事后检验分析数据。结果表明，混合式学习在增强学生注意力、信心和满意度方面的表现优于纯在线学习。此外，混合学习比面对面学习具有更高的满意度。还进行了后续访谈，以深入了解混合学习如何在学习过程中激发学生的积极性。考虑到混合学习可能在 Covid-19 大流行之后成为高等教育的新常态，本研究的结果提供了证据来支持混合学习方法在满足学生的动机需求方面的有效性。