Understanding Undergraduate Students’ Experiences in Blended Learning Through the Integration of Two-Factor Theory and the TPACK Framework

Blended learning is widely adopted in higher education, yet little is known about how students experience its motivational and instructional features. In this study, we examined undergraduate students’ experiences regarding blended learning by integrating Herzberg’s two-factor theory with the TPACK framework. Semi-structured interviews were conducted with 24 undergraduates at a large Vietnamese university. A theory-informed qualitative content analysis approach was used to identify codes, categories, and themes. These were then mapped onto the pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) intersections of the TPACK framework. The findings showed that hygiene factors included unengaging teaching practices, inadequate digital infrastructure, and limited online interaction. These factors often produced frustration and reduced engagement. Motivator factors included active and relevant pedagogical strategies, engaging and accessible digital resources, and technology-facilitated autonomous, expressive, and creative learning work. These factors encouraged deeper learning and stronger motivation. It is concluded that blended learning design must address both hygiene and motivator factors to improve student engagement. Integrating these factors with the TPACK intersections offers a practical model for improved course structures, enhanced digital resources, and the design of more interactive technology-supported pedagogy. The findings provide actionable implications for higher education institutions seeking to improve the quality of blended learning.