Student Satisfaction of Dance Practical Courses in Liaoning Colleges under Blended Learning?A Structural Equation Modeling Approach

This study aims to explore the key influencing factors of Student Satisfaction with practical courses for dance majors in two universities in Liaoning Province under the blended learning mode, and to construct and empirically verify a causal relationship framework including Interaction, Teacher Support, Perceived Ease of Use, Perceived Usefulness, Student Course Engagement, Learning Motivation, and Student Satisfaction. This study adopts a quantitative research method. After expert content validity testing and a pre-survey with 40 students, 500 valid structured questionnaires were collected online via Questionnaire Star through purposive and stratified random sampling. Confirmatory Factor Analysis was used to test the scale validity, and Structural Equation Modeling was employed to estimate the path relationships between variables, followed by hypothesis testing and model fit analysis. The results show that all 8 research hypotheses are supported (p<0.05): Learning Motivation has the strongest direct impact on Student Satisfaction, followed by SCE and Interaction; Perceived Ease of Use has the most significant impact on Learning Motivation and the strongest positive effect on Perceived Usefulness; Teacher Support has a significant positive impact on both. Regarding the model's R² values: Student Course Engagement is 0.137, Learning Motivation is 0.516, and Student Satisfaction is 0.611, with good overall model fit. This study provides practical reference for dance educators to optimize blended practical courses and improve students' Learning Motivation and Course Engagement, as well as a reference for related research.