{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,3]],"date-time":"2026-03-03T16:47:20Z","timestamp":1772556440238,"version":"3.50.1"},"reference-count":61,"publisher":"International Association of Online Engineering (IAOE)","issue":"1","license":[{"start":{"date-parts":[[2026,3,3]],"date-time":"2026-03-03T00:00:00Z","timestamp":1772496000000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Int. J. Eng. Ped."],"abstract":"<jats:p>This study explains undergraduate engineering students\u2019 engagement in blended learning through the lens of Herzberg\u2019s Two-Factor Theory and the mediating role of learning motivation. Survey data from 656 engineering students enrolled in blended courses at Hanoi University of Science and Technology were analyzed using PLS-SEM. Results indicated that motivator factors strongly influenced learning motivation, which in turn significantly predicted learning engagement, while hygiene factors had only a small direct effect on learning motivation but an indirect role through motivator factors. Mediation analysis confirmed a sequential path (hygiene factors \u2192 motivator factors \u2192 motivation \u2192 engagement), explaining 58% of motivation and 78% of engagement variance. The findings highlight that stable course conditions enable pedagogy-centered motivators to activate motivation and sustain engagement. Practical implications emphasize the need for designing blended courses that combine reliable technical environments with intrinsically motivating learning designs.<\/jats:p>","DOI":"10.3991\/ijep.v16i1.59379","type":"journal-article","created":{"date-parts":[[2026,3,3]],"date-time":"2026-03-03T14:33:24Z","timestamp":1772548404000},"source":"Crossref","is-referenced-by-count":0,"title":["Undergraduate Engineering Students\u2019 Engagement in Blended Learning: Insights from the Two-Factor Theory and the Mediating Role of Learning Motivation"],"prefix":"10.3991","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0009-0004-0367-8244","authenticated-orcid":false,"given":"Thi-Duyen","family":"Nguyen","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9987-4151","authenticated-orcid":false,"given":"Van-Hanh","family":"Nguyen","sequence":"additional","affiliation":[]}],"member":"2371","published-online":{"date-parts":[[2026,3,3]]},"reference":[{"key":"15053","doi-asserted-by":"crossref","unstructured":"[1] L. 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