2.1. Keywords on Blended Learning
High-quality research results were obtained by searching the core collection of the Web of Science (WOS) database. With “blended learning” or “hybrid learning” as the subject keyword search, the search deadline was August 2021 and the retrieved items were 27,692. Through a longitudinal comparison of years, the amount of literature keeps increasing every year, among which the number of researchers in this field was highest in 2020, reaching 4815. The retrieval items were refined and excluded. The WOS type was “educational research” and the literature category was “conference papers and journal papers”. Finally, 4882 items were left. VOS viewer was used to extract the word frequency from the literature and the results are shown in
Figure 1.
The 362 keywords form four clusters, roughly divided into four parts. The first part is the green area, with “group”, “performance”, “effect”, and “attitude” as the central words. The second part concerning the students’ performance, satisfaction, and control groups is the red area, that is centered on “space”, “perspective”, “community”, etc. It is a combination of a hybrid space, with reflection and teacher education. The third part is the yellow area. It centers on “curriculum”, “medical education”, and other related words, “curricula,” and “medical students”. In the blue area, the online learning environment was centered on “blended course”,” blended learning environment”, and “online discussion”.
2.2. Research on Blended Learning
In the core database of the Web of Science, 903 articles were searched by using “student” as the title keyword and “technology acceptance” as the theme keyword and the latest results were published in August 2021. Then, “student” and “technology acceptance” were used as the keywords for the accuracy retrieval and a total of 93 pieces of literature were found, that dated from 2002 to 2021. In the case of precision retrieval, “blended learning” and “technology acceptance” were taken as the title keywords and the retrieval results were published in 2013, 2016 and 2017. The foreign literature review found that most of them were related to the influencing factors of blended learning satisfaction or acceptance. This paper believes that both satisfaction and acceptance belong to the prediction of behavioral intention. Therefore, this paper summarizes the influencing factors of satisfaction and acceptance as follows:
Based on the social cognition theory, Wu et al. explored the determinants of students’ learning satisfaction in a mixed environment, in which computer self-efficacy, system function, content characteristics, and interaction greatly influenced students’ learning expectations. The learning atmosphere and achievement expectation significantly affected learning satisfaction, especially the interactive learning atmosphere [
7]. Al-azawei et al. explored the influence of learners’ learning styles on the behavioral intention of blended learning and combined the perceived satisfaction with technology acceptance (TAM), according to psychological characteristics and learners’ beliefs. The results show that the correlation between the learning style’s perceived usefulness, perceived satisfaction, and technology acceptance is weak, but the understanding ability in learning style has a significant impact on satisfaction [
8,
9].
Padilla et al. focused on perceived playfulness in blended learning environments and revealed the existing gender differences. It shows that among women, playfulness directly influences attitudes toward technology acceptance. In men, this effect is mediated by the perceived usefulness [
10]. Khechine et al. believed that the UTAUT model had strong explanatory and predictive abilities and mainly discussed the moderating effects of gender and age on the four variables of performance expectancy, effort expectation, social influence and facilitating conditions. The research showed that only the age variable had a moderating effect [
11]. Abbas et al. used the Moodle online platform to explore the influencing factors of student satisfaction in Iraqi students’ courses of academic English writing and blended learning. Teacher-student interaction and curriculum influence are the greatest, regardless of the students’ background [
12].
So, and Brush pointed out that explicit learning guidance, learning activities, face-to-face support, and collaboration ability are all important factors affecting students’ satisfaction with blended learning [
13]. Diep et al. investigated the blended learning system more comprehensively and constructed a model of student satisfaction in the blended learning environment. In these models, teachers’ professional skills, support, students’ perceived task value, achievement target expectation, self-efficacy, learning environment, and interaction are all key factors affecting students’ satisfaction [
14]. However, they still have different views on the impact of technology on student satisfaction in blended learning. For example, Henrie et al. found in their study that media technology had no direct impact on students’ satisfaction [
15]. According to the study of Kintu et al., technology and online tools are key influencing factors of student satisfaction [
16].
In related research on blended learning, research achievements at home and abroad include the following aspects: First, research on basic blended learning theories. The second is the design and application of the blended learning mode. The third is the resource construction and platform design of blended learning. Fourth, blended learning practice research. Theoretical aspects focus on the definition, theoretical basis, learning mode, and resource construction of blended learning. In practice, it mainly focuses on implementing the learning mode and process in specific learning. The research on learning participation and acceptance focuses more on the relationship between satisfaction and learning effectiveness.
From the perspective of the research content in China and other countries, it pays attention to the macroscopic theoretical exploration. It lacks the microscopic empirical research, and there are few studies on the acceptance of students in blended learning. The learning acceptance of blended learning is also based on the study of the acceptance of unilateral online learning (E-learning) [
17]. Studies on the influencing factors of learning acceptance are relatively scattered and are limited to the simple linear correlation between several factors and learning acceptance without a more systematic and in-depth study of the complex relationship between factors [
18].
In terms of the research object, the object of study mainly focuses on adult education students, undergraduates, vocational students, and ordinary high school student. Few will learn time, relatively free, and self-discipline is not strong among secondary vocational students, and some research is confined to a subject or a particular course, which makes the study sample size limited [
19]. there is a big difference in the way of learning and the learning content between secondary vocational students and ordinary high school students. So, are secondary vocational students willing to accept this kind of learning method? Further research is needed on factors affecting students’ acceptance of blended learning. There is still insufficient research on the acceptance of blended learning in secondary vocational schools, so it is necessary to study the acceptance of it in secondary vocational schools and its influencing factors. Therefore, Practical research on improving the acceptance of blended learning for secondary vocational students is chosen as the research topic to explore the status quo, the influencing factors, and the practical application of blended learning for secondary vocational students, to provide a relevant reference for the better application of mixed learning in secondary vocational learning, in the future.