| Sumario: | Background: Students' learning outcomes and experiences vary depending on the learning environment, and their reinforcement relies on meeting specific innate needs. In this context, self‐determination is considered a key theory that fosters students' learning experiences. The self‐determination theory (SDT) has been repeatedly addressed in the literature in online, blended, and face‐to‐face learning environments in both research and practice contexts. Despite a significant number of existing studies, little is still known about the potential reasons for this impact of learning environments on students, from the perspective of how learning environments integrating various dynamic and interactive technologies affect students' engagement levels and meet their various needs to maintain their motivation. Objectives: Therefore, in this study, interactive GeoGebra applets are conceptualized not only as teaching tools but also as need‐supportive learning affordances that can transform how students interact with mathematical content. The instructional materials and learning activities were systematically designed in accordance with SDT to support students' autonomy, competence, and relatedness. Accordingly, the present research compares online, blended, and face‐to‐face learning environments, focusing particularly on how GeoGebra‐supported instruction in blended and online settings differently supports psychological needs, student engagement, and learning performance. Methods: Using a quasi‐experimental design in the study, three carefully defined instructional conditions were compared: a blended learning environment supported by interactive GeoGebra applets, a fully online learning environment with the same applications, and a traditional face‐to‐face learning environment without such interaction. A total of 400 preliminary undergraduate students participated in the study. Results and Conclusions: The results show that the BL setting supported by interactive GeoGebra applets, developed in line with Self‐Determination Theory (SDT)‐aligned teaching strategies, improves students' learning outcomes and engagement, and fulfils competence and relatedness needs, whereas autonomy satisfaction remained consistent across all instructional conditions. Findings show the promising effects of the BL environment, particularly for low‐performing students. The study offers practical implications for educators and instructional designers, providing a robust framework for integrating need‐supportive digital tools into mathematics curricula to enhance both cognitive and psychological outcomes. Key Points: What is already known about this topic. ○Blended learning environments can enhance student engagement compared to traditional methods.○Interactive tools like GeoGebra support conceptual understanding in mathematics education.○Self‐Determination Theory (SDT) is a widely used framework to assess motivation and engagement in learning contexts.What this paper adds. ○When GeoGebra is embedded within an SDT‐aligned blended design, it becomes a mechanism for strengthening competence and relatedness, thereby promoting engagement and deep learning.○The blended learning integrated with interactive GeoGebra applets as a critical cognitive scaffold specifically empowers low‐performing students to achieve significant academic gains.○Despite increased engagement, autonomy support remains a challenge in technology‐mediated learning environments.Implications for practice and/or policy. ○Educators should consider embedding interactive tools like GeoGebra into blended platforms to boost student motivation and achievement.○Curriculum designers may need to revise blended learning models to better support student autonomy.○Policymakers should invest in infrastructure and training that enable effective integration of interactive technologies in higher education.
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