ArticleBMC psychology2025
How does the online discussion intervention influence learners' engagement, emotions, and motivation in a blended learning environment? Learners' need for cognition matters.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- The impact of emotional value in digital teaching resources on learning motivation-an empirical analysis based on a questionnaire survey.Frontiers in psychology · 2026Article
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Authors and funding
5 authors.
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Abstract
BACKGROUND AND
objectivesAlthough online discussions are widely recognized as an effective instructional strategy in blended learning environments, their differential impacts on learners with varying need for cognition (NFC) remain underexplored. This study specifically examines how online discussion interventions affect learners' engagement, emotions, and motivation, with particular focus on the moderating role of learners' NFC.
methodsIn this study, we conducted a 2 (NFC: higher NFC/lower NFC) × 2 (online discussion intervention: online discussion/non-online discussion) between-subjects design and recruited 95 teacher education undergraduates.
resultsResults revealed that (a) online discussion intervention led to higher learning engagement, more enjoyment and less boredom than non-online discussion conditions; and (b) learners with higher NFC reported higher learning engagement and autonomous learning motivation, as well as more enjoyment and less boredom than learners with lower NFC. In addition, learners with higher NFC generated more high-quality discussion content than those with lower NFC in online discussions; and (c) NFC moderated the effects of online discussion intervention on cognitive engagement and autonomous learning motivation, with higher-NFC learners benefiting more from online discussions. ORIGINALITY/VALUE: The findings highlight the critical role of bolstering learners' NFC and demonstrate the necessity of implementing NFC-based dynamic support mechanisms in online discussions. This study provides the first empirical evidence supporting personalized online discussion design based on NFC, contributing to the optimization of pedagogical effectiveness for diverse learner populations.
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