Table 1.

Constructs and measures

Constructs	Items	Sources
Perceived convenience	1. The blended instruction platform allows me to carry out learning tasks at any time.	Chang et al., (2012)
	2. The blended instruction platform allows me to carry out learning tasks anywhere.
	3. The blended instruction platform makes it convenient for me to participate in learning.
	4. The blended instruction platform makes my learning feel convenient.
Perceived complementarity	1. The teaching resources and information on the blended instruction platform are updated in time.	Lin & Lu (2011)
	2. A large number of open resources provided by the blended instruction platform compensates for the shortage of traditional teaching information.
	3. The blended instruction platform solves the problem of the single interactive form of traditional teaching.
Information overload	1. There is a lot of information to check and deal with in blended instruction, and I feel overwhelmed.	Zhang et al., (2016)
	2. There is a lot of redundant information in blended instruction, which makes me feel that it is a burden.
	3. The amount of information in blended instruction often makes me feel upset.
	4. There is a lot of information in blended instruction, but not all of it is what I need.
System feature overload	1. The features of the learning platform in blended instruction often distract my attention and are not necessary for my learning.	Karr-Wisniewski & Lu (2010)
	2. The learning platform in blended instruction has a poor interface design, which reduces the efficiency of my learning.
	3. The redundant feature settings of the learning platform in blended instruction complicate the implementation of my learning plan.
	4. The feature settings of the learning platform in blended instruction are more complicated than those necessary for me to complete the learning tasks.
Flow experience	1. I have a clear learning goal in blended instruction.	Chang & Zhu (2012)
	2. I feel that I am integrated into what I have learned in blended instruction.
	3. I feel happy and time flies during blended instruction.
	4. Blended instruction makes me form attachment and retention to learning.
Self-efficacy	1. Compared with others in my class, I think I am a good student.	Lee et al., (2010)
	2. My study skills are excellent compared with others in my class.
	3. I am certain that I can understand the ideas taught in my classes.
	4. I am sure I can do an excellent job on class assignments and homework.
Cognitive engagement	1. I read extra materials to learn more about things we do in the blended instruction courses.	Sun & Rueda (2012)
	2. If I do not know a concept when I am learning in the blended instruction courses, I do something to figure it out.
	3. If I do not understand what I learned in the blended instruction course, I review the online course.
Emotional engagement	1. I like taking blended instruction courses.	Sun & Rueda (2012)
	2. I feel excited by my work in blended instruction courses.
	3. I am interested in the work in blended instruction courses.
	4. I feel happy when taking blended instruction courses.
Behavioral engagement	1. I follow the rules of blended instruction.	Sun & Rueda (2012)
	2. I can consistently pay attention during blended instruction.
	3. I complete my homework in blended instruction on time.
Learning effectiveness	1. My learning efficiency is higher in the blended instruction course.	Jr (2019)
	2. My academic performance is better in the blended instruction course.
	3. Blended instruction courses have broadened my knowledge.
	4. The quality of my homework is higher in the blended instruction course.