Interactive Teaching Materials’ Impact on Students’ Perception of Teaching Quality: Mediated by Engagement

Abstract

This study explores the impact of interactive teaching materials on students’ perception of teaching quality, focusing on the mediating role of learning engagement and the moderating role of academic stress. The research aims to provide insights into how innovative educational tools and contextual factors shape teaching effectiveness in higher education. A quantitative research design was employed, using survey data from 281 college students enrolled in various programs. Validated scales were adapted from prior studies to measure interactive teaching materials, learning engagement, academic stress, and students’ perception of teaching quality. The data were analyzed using Adanco software, employing structural equation modelling to test the proposed relationships and assess reliability, validity, mediation, and moderation effects. The results revealed that interactive teaching materials significantly enhance students’ perception of teaching quality, with learning engagement playing a mediating role. Furthermore, academic stress moderates this relationship, reducing the effectiveness of interactive materials under high-stress conditions. These findings highlight the dual importance of engagement and stress management in maximizing the benefits of innovative teaching tools.This study advances educational theory by integrating active learning, constructivist, and stress-coping models. It offers practical recommendations for educators to enhance teaching quality by fostering engagement, leveraging interactive tools, and addressing academic stress in diverse learning environments.