ArticleFrontiers in psychology2025
Impact of instructional design on students' critical thinking and engagement in online English reading classes: mediating role of motivation and moderating role of language proficiency.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Academic educators' leadership styles and their associations with student engagement and critical thinking disposition among Saudi health sciences students: a mixed-methods study.BMC medical education · 2026Article
- Emotional Intelligence and Cognitive Flexibility as Predictors of Academic Success and Adaptation Outcomes Among International Students in Saudi Universities.Journal of Intelligence · 2026Article
- Impact of multimodal AI literacy, critical thinking, and resilience on academic performance in early childhood education: a multiple chain mediation analysis of multimodal AI self-efficacy and cognitive engagement.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigates the association between instructional design, students' critical thinking skills, and student engagement, as well as the mediating role of motivation and the moderating role of language proficiency. Data were collected from 380 students using a random sampling technique. A structured questionnaire was employed as the research instrument, and data were analyzed through structural equation modeling (SEM). The findings indicate that inquiry-based instructional design shows a significant positive relationship with both critical thinking skills and student engagement, whereas traditional instructional design shows a negative relationship. The blended instructional design demonstrates a positive relationship, though to a lesser extent than the inquiry-based approach. Moreover, motivation mediates the relationship between instructional design and both critical thinking skills and student engagement. Language proficiency moderates the relationship between instructional design and critical thinking skills, but not student engagement.
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Registered trials
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