TDNet Discover

The purpose of this mixed methods action research study is to investigate how a targeted digital literacy intervention influences student motivation and engagement in blended learning for Secondary Three students at Harborview Secondary School in Hong Kong. For the utility of this study, student engagement will be generally defined as the degree of active participation, persistence, and willingness to learn within technology-enhanced environments, expressed through both behavioral indicators and perceived motivation. The theory guiding this study is self-determination theory, as it emphasizes the role of autonomy, competence, and relatedness in fostering intrinsic motivation, and is complemented by the technology acceptance model, which highlights how students’ perceptions of usefulness and ease of use shape their adoption of digital tools. This study employs an explanatory sequential mixed methods design embedded in an action research cycle. The primary research question is: To what extent does an SDT-informed digital literacy intervention affect students’ engagement and motivational orientations in blended learning contexts? Quantitative data will be collected through pre- and post-intervention surveys and learning management system analytics, followed by qualitative data obtained from semistructured interviews, focus groups, classroom observations, and student artifacts. Data analysis procedures will involve descriptive and inferential quantitative methods, thematic qualitative coding, and integrative techniques such as joint displays. It is anticipated that the intervention will lead to measurable gains in students’ digital literacy skills, increased intrinsic motivation toward blended learning tasks, and stronger engagement.