Abstract—This research evaluated the factors that
significantly influenced student satisfaction with blended
instruction in the “Digital Image Fundamental” course for the
animation major at Chengdu University. The conceptual
framework assumed causal connections among five vital latent
variables. The quantitative analysis included data from 210
participants selected through multistage sampling. After the
data collection, confirmatory factor analysis and structural
equation model were employed to verify all the hypotheses for
the framework constructs. Each latent variable had a
significant impact on the connected one, and course structure
demonstrated the strongest influence on satisfaction; hence, the
five hypotheses were verified. Based on the findings, it is
recommended that the office of academic affairs of animation
departments at public universities consider the essential factors
of student satisfaction for blended instruction schema to
improve satisfaction levels for undergraduates with an
Index Terms—Blended instruction, digital image fundamental, perceived ease of use, perceived usefulness, attitude, course structure, satisfaction.
Xiang Chaochu is with Assumption University, Thailand (e-mail: firstname.lastname@example.org).
Somsit Duangekanong is with the Graduate School of Business and Advanced Technology Management, Assumption University of Thailand (e-mail: email@example.com).
Cite: Xiang Chaochu and Somsit Duangekanong, "Factors Affecting Student Satisfaction with Blended Instruction for the “Digital Image Fundamental” Course at Chengdu University," International Journal of Information and Education Technology vol. 12, no. 3, pp. 232-238, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).