Phygital learning in Moroccan higher education and its impact on student satisfaction (notice n° 221404)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02298cam a2200277 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112060134.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Irgui, Aya |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Phygital learning in Moroccan higher education and its impact on student satisfaction |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 82 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This study aims to identify and examine the phygital learning factors that influence student satisfaction and engagement. The survey was conducted among 336 Moroccan students, and the collected data were analyzed using structural equation modeling. Our results show that student satisfaction can be modeled by different learning factors, including perceived usefulness and students’ perceptions of phygital learning. Moreover, flexibility, interaction, and perceived usefulness are key factors that can improve student satisfaction by enhancing their engagement. Meanwhile, contrary to the findings of previous studies, personalization and perceived ease of use have no effect. The findings of this study will be considered useful for educators, practitioners, and higher education institutions, as they give rise to some important managerial and theoretical implications that can be used to implement the phygital learning approach in the educational system, by better understanding students’ engagement and satisfaction, and highlighting the key factors that ensure a successful phygital learning experience. This research is among the first to provide empirical evidence for the impact of the different phygital learning factors and students’ perceptions regarding this mode of learning on students’ engagement and satisfaction, especially in the Moroccan context. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | perceptions of phygital learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | student satisfaction |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | student engagement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | phygital learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | perceptions of phygital learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | student satisfaction |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | student engagement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | phygital learning |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Qmichchou, Mohammed |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | El Haraoui, Ilham |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue Management & Innovation | o 9 | 1 | 2024-03-26 | p. 110-129 | 2658-9222 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-management-innovation-2024-1-page-110?lang=en">https://shs.cairn.info/journal-revue-management-innovation-2024-1-page-110?lang=en</a> |
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