ArticleFrontiers in psychology2026
Perceived integration as a gratification facilitator: psychological drivers of students' continuance intention in blended learning.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
What sustains students' intention to continue using educational technology? In blended learning, prior research identifies satisfaction as a key predictor of continuance intention but often treats it as a single construct and pays limited attention to the environmental conditions that enable different forms of gratification. This study extends Uses and Gratifications Theory (UGT) in two ways. First, it introduces perceived integration as an environmental antecedent of gratification. Perceived integration captures the coherence students perceive between online and offline learning components and is theorized as a gratification facilitator. Second, the study distinguishes content satisfaction, process satisfaction, and social satisfaction as separate forms of gratification and examines these gratification processes together with perceived overload informed by Cognitive Load Theory. We analyzed survey data from 327 Chinese university students using partial least squares structural equation modeling. Perceived integration strongly predicted all three forms of satisfaction, with
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.