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This study investigates whether undergraduate economics students engage more in courses designed with the help of instructional engineers. Using a mixed-methods approach that combines self-reported questionnaire data with behavioral data from the Moodle learning platform, we compare three course conditions: non-transformed (control), non-guided transformation (C1), and guided transformation (C2). While the non-guided blended condition did not differ from the control, students engaged more in the guided-transformation condition, exhibiting both higher emotional-cognitive and behavioral levels of engagement. These findings highlight the importance of instructional design expertise in optimizing blended learning environments.
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Perodaud et al. (2026) studied this question.
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