Influence of Blended Learning on Students' Self-Efficacy: An Empirical Study Based on Cesim Simulation Course

Abstract

Blended learning is gaining increasing prominence within the field of education, yet there remains a notable scarcity of research dedicated to this subject. This study places its focus squarely on students who are actively engaged in a blended teaching program utilizing the CESIM simulation as a foundational element. Its primary objective is to delve into the profound influence that the blended teaching mode wields over students' self-efficacy, all while considering emotional arousal as a pivotal mediating variable. The results of this study vividly demonstrate that the situational components and reference variables embedded in blended learning yield a positive impact on students' self-efficacy by evoking positive emotional responses. Furthermore, the practice of collaboration emerges as a direct and unequivocally positive contributor to students' self-efficacy. Evaluation, on the other hand, proves effective in stimulating positive emotions in students but lacks a direct impact on self-efficacy. In light of these findings, it is incumbent upon educational institutions and educators to commit to the enhancement of blended learning methodologies. By doing so, they can create a classroom environment that nurtures positive emotions among students and, in turn, bolsters their self-efficacy, thereby enriching their overall learning experience.