Page 17 - International Perspectives on Effective Teaching and Learning in Digital Education

Psychological Factors and Mechanisms of Digital Learning

also by a range of cognitive and emotional attributes that reflect the user’s
positive perception of and engagement within the system. In other words,
students with a positive attitude toward technology are more likely to per-
ceive the design intentions for fostering advanced thinking, actively com-
municate and collaborate with peers, and emotionally invest in the learning
process. These affirmative experiences, in turn, result in higher satisfaction
with the digital learning experience. In digital and e-learning environments,
students' satisfaction significantly improves due to the perceived ease of ac-
cess, intuitive navigation, interactivity, and user-friendly interface design, es-
pecially when compared to traditional education methods (De Leeuw et al.,
19). Overall, several factors can influence students' satisfaction with learn-
ing and, in turn, their motivation to achieve better outcomes. These factors
include feedback, progress, and internal rewards. Students' perceptions of
satisfaction may vary based on prior experiences, technological familiarity,
and individual preferences (Faridah et al., ).
Various motivational theories, such as self-determination theory (SDT) (Ryan
& Deci, ), expectancy-value theory (Wigfield & Eccles, ), achievement
goal theory (Senko et al., 11), and control-value theory (Pekrun et al., 17),
have been widely applied to understand factors that boost students' learning
and engagement. These theories examine how environmental and psycho-
logical factors influence motivation and learning. While effective in traditional
settings (Lazowski & Hulleman, 16), there has been limited exploration of
how these theories can be adapted to enhance online learning and engage-
ment in technology-driven environments (Chiu, 1; Hsu et al., 19).
Despite the limited focus on adapting motivation theories for digital con-
texts, learner motivation remains a key factor for successful SRL, which is pre-
sented in the previous section. As a reference discussing the importance of
learners' motivation in SRL within digital learning, Artino (8) explores how
motivation plays a critical role in digital environments, highlighting the inter-
action between motivational beliefs and the use of self-regulatory strategies
in online learning contexts.
For conclusion, to foster motivation in digital learning, educators can im-
plement strategies such as personalized learning pathways, gamification
elements, and interactive content that actively engages students (Huang et
al., ). Gamification elements, such as point systems, badges, and leader-
boards, can increase student engagement by introducing a sense of achieve-
ment and competition. Providing timely and constructive feedback, along
with opportunities for social interaction and collaboration, can enhance
students' sense of autonomy and competence, reinforcing intrinsic motiva-

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