Audio-based learning in secondary education: the impact of motivational and adaptive predictors on academic benefits

The swift digital transformation of education has highlighted the need for flexible and engaging learning tools. While video and multimedia have been extensively studied, audio-based resources are still underexplored, particularly in the secondary education context. This study proposes and empirically tests a conceptual model that integrates motivational and adaptive predictors of academic benefits. Data were collected from a sample of 207 secondary school students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results confirm both complementary and fully mediated relationships, with learning motivation and perceived usefulness emerging as essential mechanisms. By extending the Technology Acceptance Model (TAM) with motivational and social dimensions, this paper deepens the understanding of academic benefits supported by audio materials. Although the empirical setting is secondary education, the findings provide transferable insights for higher education and management education contexts. This contribution not only enriches theoretical debates on audio-based learning but also provides guidance for different stakeholders. As a result, the Importance-Performance Map Analysis (IPMA) provides practical insights for school principals and policymakers to enhance curricula and promote student engagement and resilience.