Elementary students' situational interest in a blended video-based math lesson is significantly and moderately positively correlated with their perceived learning engagement¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Students' situational interest showed a significant moderate positive correlation with perceived learning engagement (r = .613, p < .001). → Joseph T. Wong 2026

Evidence¶

Joseph T. Wong 2026¶

Joseph T. Wong, Jessica Cai, Isabelle S. Lerner, Jiwon Lee, Lindsey Engle Richland. (2026). Supporting children's engagement through learning experience design, situational interest, and user experience: implementing a blended learning math experience in the classroom. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10637-8

q2 · i3 · associational · r1

Cross-sectional survey analysis of 305 fifth- and sixth-grade students after a two-day blended math lesson; the printed effect size is r = .613, p < .001, a significant and moderate positive correlation between students' SI and PLE.

"The Pearson correlation results presented in Table 4 and Fig. 6 reveal a significant and moderate positive correlation between students' SI and PLE (r = .613, p < .001)"

Discussion¶

Learner Variables¶

• Interest — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students' user experience with the blended course platform is significantly and moderately positively correlated with their perceived learning engagement and with situational interest — related
• Situational interest and user experience jointly predict perceived learning engagement, accounting for 40.7% of its variance — related