Exploring Learning Styles, Learner Characteristics, and Technology Acceptance: A Study on Student Engagement and Behavioral Intention in E-Learning Environments for Secondary and Senior Secondary Students

Abstract

This study investigates the interplay between learning styles, learner characteristics, and technology acceptance in shaping student engagement and behavioral intention in e-learning environments for secondary and senior secondary students. Using a mixed-methods approach, data from 500 students were analyzed to explore correlations between the Felder-Silverman learning styles, self-efficacy, perceived usefulness, and engagement. Results highlight that visual and active learning styles significantly influence behavioral intention, mediated by engagement and technology acceptance. Findings underscore the importance of aligning e-learning platforms with learner preferences to optimize engagement and learning outcomes. The study provides actionable insights for educators and policymakers to enhance digital education strategies.