This systematic literature review explores the impact of innovative teaching approaches on student motivation and academic achievement in online blended learning. A thorough search of five electronic databases for studies published between January 2009 and May 2023 yielded 1468 records. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) and Population, Intervention, Comparison, Outcome and Study‐design (PICOS) frameworks as the basis for the eligibility criteria, 47 studies were eligible and reviewed. The findings revealed that the effects of motivation were influenced by various factors, such as the blended course design, instructor's support, learning environment and the student's characteristics. The common innovative teaching and learning techniques and tools which advanced better teaching and learning were found to be interactive lessons, the use of virtual reality technology, artificial intelligence, project‐based learning, inquiry‐based learning, jigsaw, cloud computing, flipped classroom, peer teaching, peer feedback, crossover teaching and personalised teaching. These techniques positively and significantly affected motivation and academic achievement. Furthermore, results also suggest that educators should carefully consider the needs and preferences of their students when designing their courses and curricula to motivate and support students to achieve their full potential. Based on these findings, instructor support through innovative teaching and learning is vital to sustaining meaningful, innovative interactions that motivate students and promote better academic achievements in innovative online blended learning. Therefore, this study proposed a framework that illustrates that when students are well motivated, they develop personal and academic qualities such as interest, confidence, belonging, cooperation and trust in the educational experiences, resulting in better academic achievement.

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激励学生取得更好的学业成绩：混合创新教学及其对学习的影响的系统回顾

本系统文献综述探讨了在线混合学习中创新教学方法对学生动机和学业成绩的影响。对 2009 年 1 月至 2023 年 5 月期间发表的研究的五个电子数据库进行彻底检索，得出 1468 条记录。按照系统评价和荟萃分析的首选报告项目 (PRISMA) 以及人口、干预、比较、结果和研究设计 (PICOS) 框架作为资格标准的基础，47 项研究符合资格并得到审查。研究结果显示，动机的效果受到多种因素的影响，例如混合课程设计、教师的支持、学习环境和学生的特征。研究发现，促进更好教学的常见创新教学技术和工具是互动课程、虚拟现实技术的使用、人工智能、项目式学习、探究式学习、拼图、云计算、翻转课堂、同伴教学、同伴反馈、交叉教学和个性化教学。这些技术对动机和学业成绩产生了积极而显着的影响。此外，结果还表明，教育工作者在设计课程和课程时应仔细考虑学生的需求和偏好，以激励和支持学生充分发挥潜力。基于这些发现，教师通过创新教学提供的支持对于维持有意义的创新互动至关重要，从而激励学生并促进创新在线混合学习取得更好的学术成就。因此，本研究提出了一个框架，说明当学生积极主动时，他们会在教育经历中发展个人和学术品质，如兴趣、自信、归属感、合作和信任，从而取得更好的学业成绩。