The effect of blended education on mental health, academic motivation and academic involvement in students of Payam Noor University

The aim of this present study was to investigate the effect of blended learning on students' mental health, academic motivation and academic engagement. This research was an applied research in terms of its purpose and a descriptive semi-experimental research in terms of implementation. From the statistical population of 721 students of Payam Noor Khalkhal University in the academic year of 2023-2024, using the purposeful sampling method, based on the Kerlinger formula, 60 people were randomly divided into two groups of 30 people, an experimental group and an alternative control group were replaced. The tools used include teaching the combined teaching method; Erikson and Nanon's mental health (2018); Harter's academic motivation (1981) and Zarang's academic engagement (2011). Covariance analysis was used to analyze the data. The results of the research showed that combined training on interaction, hetagogy, pedagogy, Technology and has an effect on mental health (p<0.01). The effect of combined training on external motivation and internal motivation was also positive and significant. Also, the results of the effect of combined training on motivational involvement, cognitive involvement, behavioral involvement and academic engagement (p< 0.01) were also positive and significant. The final result is that, if the combined education approach as an effective external educational factor based on multimedia, hypertexts, hyperlinks, mocks, podcasts and metaverse is well assessed, designed, implemented and evaluated; It will increase the satisfaction, competence, trust in personal beliefs and participation of learners, which will eventually lead to mental health, academic motivation and academic involvement of learners respectively.