Blended Learning with Mobile Learning Tools in Financial Curricula: Challenges, Opportunities, and Implications for Student Engagement and Achievement


  • Hsin-Jung Hsieh


Blended Learning; Mobile Learning; LINE@; Zuvio; Financial curricula


This study explores the impact of teaching strategies for blended learning, which combines mobile learning with traditional classes in financial curricula in Taiwan. The aim of this study is to address the challenges and opportunities of using digital technology in education, especially in the context of the COVID-19 pandemic and the popularity of social media apps among young students. The study adopts mixed methodologies, including questionnaires and qualitative analysis, to examine whether integrating LINE@ and Zuvio apps into the blended learning strategy enhances students’ class engagement, learning experience, and overall achievement. The results show that the blended learning strategy significantly improves students’ learning outcomes, especially in elective courses. The qualitative analysis also reveals the strengths and weaknesses of using different mobile learning tools. It highlights a blended learning model, emphasizing the value of effective teacher-student interaction, and demonstrates that digital technology complements traditional face-to-face teaching. Teachers can give students more confidence in using these digital tools, thereby enhancing the quality of teaching. Furthermore, this study suggests the need for teachers to consider their students’ and courses’ characteristics and needs when implementing blended learning. The study contributes to the literature on blended learning and Finance education. It provides insights and suggestions for teachers and researchers who want to implement blended learning strategies in other disciplines and contexts.


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