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The purpose of this study is to examine the effect of student satisfaction on students’ engagement and motivation in a mobile-based flipped classroom. A total of 222 university students taking the Computing I course designed as a mobile-based flipped classroom were recruited. Data were collected through three self-report instruments: the Satisfaction Scale, Students’ Engagement Scale and Motivation Scale. Path analyses with structural equation modelling further verified that students’ satisfaction was related to their engagement and motivation while performing academic tasks in the mobile-based flipped classroom. Results suggest that students’ satisfaction and its sub-dimensions ‘communication and usability’, ‘teaching process’, ‘instructional content’, as well as ‘interaction and evaluation’, are significant predictors of students’ engagement and motivation in the mobile-based flipped classroom. Based on the findings, recommendations are proposed for instructors, instructional designers and researchers in terms of increasing students’ engagement and motivation in a mobile-based flipped classroom.

technology, pedagogy and education

An investigation into the role of course satisfaction on students’ engagement and motivation in a mobile‐assisted learning management system flipped classroom