Evaluating Students' Learning Experiences in Blended Learning Environment Integrated With Interactive GeoGebra Applets
A Self‐Determination Theory Perspective
Bibliographic Data
| ID | 21499325 |
|---|---|
| Authors | Serpil Yorganci (0000-0001-7284-8340, Vocational College of Technical Sciences Ataturk University Erzurum Türkiye, corresponding author) |
| Year | 2026 |
| Volume | 42 |
| Issue | 4 |
| Publication date | 2026-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jcal.70283 |
| OpenAlex | W7165113256 |
| Language | EN |
| References cited | 80 |
Affordance · Blended Learning · Educational technology · Experiential learning · Learning environment · Learning Sciences · Learning theory · Synchronous learning · Innovations in Educational Methods · Motivation and Self-Concept in Sports · Physical Education and Pedagogy
Conducting Educational Design Research
Self-Determination Theory
Blended learning
Why students become more engaged or more disengaged during the semester
Being (Dis)Engaged in Educationally Purposeful Activities
Classroom social climate, self-determined motivation, willingness to communicate, and achievement
Learner Engagement in Blended Learning Environments
How students create motivationally supportive learning environments for themselves
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Intrinsic and extrinsic motivation from a self-determination theory perspective
G*Power 3
School Engagement
Intrinsic Motivation and Self-Determination in Human Behavior
Enhancing executive mathematics problem-solving through a constructivist digital learning platform
Advancing Conceptual Understanding
Effects of self-regulation scaffolding on online participation and learning outcomes
Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic
Dynamic visualization by GeoGebra for mathematics learning
Applying the self-determination theory (SDT) to explain student engagement in online learning during the Covid-19 pandemic
GeoGebra in mathematics education
Student engagement in K-12 online learning amid Covid-19
Effectiveness of synchronous and asynchronous online learning
Digital support for student engagement in blended learning based on self-determination theory
Learning and instruction in the hybrid virtual classroom
Teaching and social presences supporting basic needs satisfaction in online learning environments
Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions
The interactive e‐book and video feedback in a multimedia learning environment
Using WhatsApp increases language students' self‐motivation and achievement, and decreases learning anxiety
Need Support and Need Thwarting
Students engagement in distant learning
A Motivational Perspective on Engagement and Disaffection
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The Effect of GeoGebra on Students’ Abilities to Study Calculus
No aspect of structure should be left behind in relation to student autonomous motivation
The synergy of immersion and basic psychological needs satisfaction
A test of self-determination theory in school physical education
| Citation velocity | historical |
|---|---|
| Highly cited | No |