Technology-mediated multimodal approach and its impact on learning satisfaction and perceived learning acquisition

There is a rise in the use of technology mediated multimodal approach in higher education. Studies focusing on how the integration of technology mediated multimodal education tools in a physical classroom impact students' overall learning experience is limited. The study attempts to address this gap through the lenses of learners' perceived multimodal representations through perceived classroom interactions (learner-instructor, learner-learner, learner-content), engagements (cognitive, emotional, behavioural), learning satisfaction and learning acquisition. A purposive sampling technique was adopted. A cross-sectional study on 375 Chinese college students (62.1% female) with an experience in the MOOC-mediated physical classroom found that the implementation of multimodal media impacted learners' perceived learning acquisition through increased learning interactions, engagements and satisfaction. Results show that multimodality increases learners' interaction with the course content, while their emotional engagement contributed the most to learning satisfaction. This study will help to understand what factors affect learning satisfaction and acquisition in technology-mediated multimodal scenarios.