<![CDATA[Background: Mathematical problem-solving among pharmacy students can be constrained by extraneous cognitive load, fragmented attention, and cyberloafing in digital learning environments. Aims: This study aimed to develop and evaluate a Case-Based Blended Learning via Virlenda (CBBLV) model for enhancing mathematical problem-solving, sustained attention, and student engagement. Method: A Research and Development approach integrating the Dick and Carey and Waterfall models was employed. The model was evaluated using a one-group pretest–posttest design involving 38 undergraduate pharmacy students. Data were analyzed using a paired-samples t-test, normalized gain, and Cohen’s d. Results: The CBBLV model demonstrated high validity (Aiken’s V > 0.88) and practicality (91.50%). Mathematical problem-solving improved significantly (t = 18.45, p < .001), with an N-gain of 0.68 and a large effect size (d = 1.42). The greatest gains occurred in understanding the problem (0.74) and devising a plan (0.71). Sustained attention reached 82.40%, multidimensional engagement 88.10%, and cyberloafing was 8.60%. Conclusion: CBBLV provides a valid and practical instructional framework associated with improved mathematical problem-solving, sustained attention, and student engagement in technology-enhanced mathematics learning.]]>
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