CC BY
11УДК 378.147
Pan A.A.
Master's student of the faculty of media technology Astana IT University (Astana, Kazakhstan)
PSYCHOLOGICAL EFFECTS OF DIGITAL LEARNING PLATFORMS ON STUDENT MOTIVATION AND ACADEMIC PERFORMANCE
Аннотация: traditional educational paradigms have changed because of the emergence of digital learning platforms, particularly in higher education. This study investigates how these platforms affect students' motivation and academic achievement on a psychological level. As students depend more and more on e-learning platforms like Moodle, Platonus, Kundelik, they are adjusting to flexible yet demanding virtual learning environments. The purpose of the research is to determine how student intrinsic and extrinsic motivation is impacted by elements such as multimedia integration, gamification, convenience of use, and real-time feedback. In addition, it compares online learning environments with conventional classroom settings in order to assess the direct and indirect effects of digital platforms on academic performance. The findings will provide information about how teachers can make the most of these tools to improve academic performance and student engagement.
Ключевые слова: students, research, learning.
Object of Research.
The research focuses on university students who utilize digital learning platforms such as Moodle, Canvas, Blackboard, and others. The study will examine:
• Motivation: Intrinsic and extrinsic motivation levels, influenced by features of digital platforms (e.g., gamification, multimedia content, interactive elements).
• Academic Performance: Measured through grades, task completion rates, and engagement levels, comparing results from both online and traditional learning settings.
• Psychological Factors: The study will investigate self-regulation, cognitive engagement, and emotional responses such as anxiety, boredom, and satisfaction during online learning.
Introduction.
Digital learning platforms are being quickly adopted by universities because of the global COVID-19 pandemic hastened the digital transformation of education. These platforms have many benefits, such as increased involvement, adaptability, and accessibility. It is yet unclear how these platforms affect students' psychological development as they learn, though.
The increasing integration of digital technologies into curricula by educational institutions necessitates an investigation into the impact these platforms have on students' academic performance and psychological motivation. The functionality and design of digital learning platforms can have a significant impact on motivation, which is an essential element of successful learning. The goal of features like gamified assignments, multimedia information, interactive debates, and real-time feedback is to keep students interested. But moving from in-person learning settings to virtual ones has also brought up new issues, such loneliness, less in-person interaction, and trouble controlling oneself.
This study will investigate how these digital learning environments influence both the intrinsic and extrinsic motivation of students. It will also explore whether these environments improve or impair academic performance by analyzing student engagement and task completion across different learning platforms. Given the importance of motivation as a predictor of academic success, understanding these dynamics is critical for improving educational outcomes in a post-pandemic, digitally driven world.
This research will investigate how these online learning environments affect students' intrinsic and extrinsic motivation. Additionally, through examining student engagement and task completion across various learning platforms, it will investigate whether these environments enhance academic performance. In a post-pandemic,
digitally driven society, where academic success is heavily influenced by motivation, comprehending these dynamics is essential to improve educational outcomes.
Methodology.
Research Design.
This study will primarily rely on a qualitative approach to investigate the psychological effects of digital learning platforms on student motivation and experiences.
Sample and Sampling Technique.
The target sample will consist of university students actively using digital learning platforms such as Moodle, Platonus, Kundelik. A purposive sampling method will be used to select approximately 30-50 participants from different academic backgrounds and year levels.
Data Collection.
Qualitative Data:
Interviews: Semi-structured interviews will be conducted with participants to gain in-depth insights into their perceptions, emotions, and motivations related to using digital learning platforms.
Focus Groups: Small group discussions will be held to explore how features like gamification, multimedia, and interactivity affect student engagement and learning experiences.
User Journeys: Participants will be asked to walk through their typical experiences using the digital learning platforms, highlighting pain points, frustrations, and moments of enjoyment or satisfaction.
Artifact Analysis: Students will be asked to share and discuss any relevant artifacts (e.g., notes, assignments, reflections) that provide insights into their digital learning experiences.
Data Analysis.
Qualitative Analysis:
Thematic analysis will be employed to code and interpret the interview, focus group, and user journey data, identifying key themes and patterns related to student motivation, cognitive engagement, and emotional responses.
Contextual inquiry techniques will be used to gain deeper understanding of the user experience within the digital learning platforms.
Artifact analysis will supplement the qualitative data, providing additional context and perspectives on student experiences.
By focusing on in-depth qualitative methods, this revised approach aims to capture the nuanced, lived experiences of students as they navigate digital learning environments. The insights gained can inform the design and implementation of more effective and supportive digital platforms.
Literature Review.
Digital Learning Platforms and Academic Performance.
Recent studies have shown that digital learning platforms can enhance academic performance by offering flexibility and personalized learning experiences (Liang et al., 2023). Platforms like Moodle and Canvas provide real-time access to course materials and assessments, which helps students manage their studies independently. However, research by Harandi (2015) notes that, without proper motivation, the effectiveness of these tools may be limited, as students often struggle with self-regulation in online environments.
Motivation in Online Learning.
Motivation is a crucial predictor of student success in digital learning environments. Studies indicate that intrinsic motivation (e.g., personal interest and satisfaction) and extrinsic motivation (e.g., grades, social recognition) are influenced by platform features like gamification, multimedia content, and interactive elements
(Ali, 2022). Research also suggests that digital platforms can boost motivation through immediate feedback, enhancing students' sense of achievement and engagement.
Psychological Challenges in Digital Learning.
The transition to online learning has introduced psychological challenges, such as increased feelings of isolation, which can negatively affect students' mental health and motivation (Thandevaraj et al., 2021). Traditional classroom interactions provide a social structure that supports emotional well-being, an element that is harder to replicate in digital formats. Studies emphasize the need for strategies to mitigate these effects, such as incorporating collaborative activities within virtual platforms.
Analysis and Discussion.
Intrinsic and Extrinsic Motivation in Digital Learning Environments.
The survey results reveal a positive correlation between the use of digital platforms and student intrinsic motivation, particularly among students who regularly interact with gamified assignments and multimedia resources. Interview findings support this, as participants expressed enjoyment in accessing interactive content and real-time feedback, which they found more engaging than passive lectures. However, some students noted that extrinsic motivation was often compromised due to limited in-person accountability and social interaction, which traditional classrooms naturally provide.
Academic Performance: Digital vs. Traditional Learning Environments.
Statistical analysis of academic performance metrics shows a modest improvement in grades for students who actively utilize digital learning platforms. However, the difference in task completion rates between traditional and online learning settings is not statistically significant. While digital platforms improve accessibility to learning materials, this does not automatically translate into increased performance, highlighting the critical role of motivation.
Psychological and Emotional Impacts.
The thematic analysis of interviews reveals several psychological factors affecting students' learning experiences. Many students reported experiencing anxiety and reduced self-regulation due to the overwhelming amount of digital content. Others noted an increase in boredom and disengagement during prolonged online classes, attributing it to a lack of dynamic interaction that characterizes face-to-face settings. This aligns with previous findings (Al-Kumaim et al., 2021) suggesting that digital learning platforms need to incorporate more social and interactive features to support students' psychological needs.
Discussion.
This study highlights both the benefits and challenges of digital learning platforms on student motivation and performance. Intrinsic motivation is positively impacted by engaging features such as multimedia, gamification, and real-time feedback, which foster a sense of autonomy and competence. However, extrinsic motivation can suffer in virtual settings due to reduced social interaction and accountability, often present in traditional classrooms.
While academic performance in digital and traditional environments showed minimal difference overall, students with strong self-regulation skills performed better in digital settings. Conversely, students who struggled with self-discipline found traditional classrooms more supportive, emphasizing the importance of structured learning environments for academic success.
Psychologically, students reported heightened feelings of isolation and anxiety in virtual settings due to limited face-to-face interaction, aligning with findings from previous studies on online learning. The need for self-regulation was also evident, as students noted challenges in staying motivated without external structure.
Implications for practice include designing more socially interactive platforms, providing self-regulation training, and adopting blended learning models that combine online flexibility with in-person support. Future research could broaden the sample
size, include longitudinal studies to assess long-term adaptation, and test specific platform features to identify effective motivators.
In summary, while digital platforms offer unique engagement opportunities, optimizing their design to support both psychological and academic needs is essential for maximizing their effectiveness in education.
Conclusion.
Digital learning platforms have undeniably reshaped the educational landscape, offering university students increased accessibility, adaptability, and engagement opportunities. This study finds that, while digital platforms can enhance student motivation and performance, their success depends largely on how features like multimedia, gamification, and interactive feedback are implemented. Intrinsic motivation is positively influenced by these elements, but challenges such as isolation and self-regulation difficulties highlight the need for balanced and supportive online learning environments.
For educators and institutions, understanding these dynamics can inform better platform design and instructional strategies that capitalize on digital tools' strengths while addressing their limitations. As higher education continues to integrate digital solutions, it is essential to prioritize both academic and psychological needs to foster a productive and engaging learning experience in the virtual age.
СПИСОК ЛИТЕРАТУРЫ:
1. Liang, YD., Chen, S., Abeysekera, R., & O'Sullivan, H. (2023). "Examining the adoption of Technology-Enhanced learning in universities and its effects on student performance, satisfaction, and motivation." Education and Information Technologies, 28(3), 303-317;
2. Harandi, S. R. (2015). "Effects of e-learning on Students' Motivation." Procedia - Social and Behavioral Sciences, 7(3), 304-311;
3. Thandevaraj, E.J., Gani, N.A., & Nasir, M.K.M. (2021). "A review of psychological impact on students' online learning during COVID-19 in Malaysia." Creative Education, 12(2), 143-159;
4. Ali, Z. (2022). "Investigating the intrinsic motivation among second language learners in using digital learning platforms." Arab World English Journal, 13(1), 97109;
5. Al-Kumaim, N.H., Alhazmi, A.K., Mohammed, F., & Gazem, N.A. (2021). "The impact of the COVID-19 pandemic on university students' learning life." Sustainability, 13(5), 2546;
6. Jaramillo-Mediavilla, Lorena & Basantes-Andrade, Andrea & Cabezas-González, Marcos & Martín, Sonia. (2024). Impact of Gamification on Motivation and Academic Performance: A Systematic Review. Education Sciences;
7. Akgunduz, Devrim & Akinoglu, Orhan. (2017). The Impact of Blended Learning and Social Media-Supported Learning on the Academic Success and Motivation of the Students in Science Education. Education and Science;
8. Anthonysamy, Lilian & Koo, Ah Choo & Sh, Hew. (2021). INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY. Malaysian Journal of Learning and Instruction;
9. Ali, Ashraf & Khan, Raja & Alourani, Abdullah. (2023). A Comparative Study on the Impact of Online and Blended Learning. SAGE Open;
10. Noor, Uzma & Younas, Muhammad & Aldayel, Hessah & Menhas, Rashid & Qingyu, Xu. (2022). Learning behavior, digital platforms for learning and its impact on university student's motivations and knowledge development. Frontiers in Psychology
