Page 11 - International Perspectives on Effective Teaching and Learning in Digital Education

Psychological Factors and Mechanisms
of Digital Learning

Maša Černelič-Bizjak Sabina Ličen
University of Primorska, Slovenia University of Primorska, Slovenia
masa.cernelic@fvz.upr.si sabina.licen@fvz.upr.si

The digital environment is different from natural and social environments.
Technologies are evolving to support new methods of collaborative learning
and interaction. A key challenge is to ensure that technology-enhanced edu-
cation is effective and creates a supportive environment for students. This re-
quires considering adaptive motivations, emotions, and psychological factors
such as intrinsic motivation, cognitive load and self-regulation, all which influ-
ence student engagement and success in digital learning.
This chapter provides an overview of literature on psychological processes
important in digital learning. Factors such as motivation, cognitive manage-
ment, and self-regulation shape student performance in these environments.
The psychology of digital learning explores the cognitive, emotional, and social
dimensions of education in the digital age. Research aims to optimize these
environments for better learning outcomes. Understanding these psychologi-
cal elements is essential for educators to create more effective, engaging, and
enjoyable digital learning experiences, though the field is still developing, and
many aspects remain to be explored.
Keywords: digital learning, intrinsic motivation, cognitive load, self-regulation,
technology-enhanced education
© 5 Maša Černelič-Bizjak and Sabina Ličen
https://doi.org/1.6493/978-961-93-467-5.1

Introduction
Digital technology presents new learning opportunities and is now a dom-
inant mode of education (Wang et al., 4). Emerging digital media foster
learner autonomy but demand efficient regulation of the learning process for
sustained academic progress. Understanding psychological factors, like cog-
nitive load, motivation, and self-regulation, is vital for improving educational
outcomes (Edisherashvili et al., ). As digital education evolves, support-
ing self-regulated learning (SRL) becomes crucial for academic success.
This chapter reviews studies to highlight how these interconnected psy-
chological dimensions influence digital learning, aiming to optimize experi-
ences and address challenges unique to online environments.

Klančar, A., Štemberger, T., Prosen, M., & Ličen, S. (Eds.). (2025). International Perspectives
on Effective Teaching and Learning in Digital Education. University of Primorska Press.