Activation and Continuation of Student Motivation in E-Learning: Perspectives from Educational Psychology
Year: 2025
Type: article
Abstract: Educational psychology’s value in helping to create effective online education frameworks lies in its ability to translate insights from cognitive science to digital pedagogy. This transfer ensures that E-learning are not created as simple repositories of content, but as engaging spaces that motivate students through proven techniques, thus activating intrinsic motivation, a concept originating in educational psychology, which is influenced by learner differences, cognitive load, and the inclusion of gamified elements. Online settings lack the physical proximity that allows for psychological influences in classrooms, and as such, psychological insights help to create interactive feedback, personalized learning, and community building to achieve the same social interactions as a traditional classroom while leveraging technology to scale. The sustainability of student motivation in E-learning can be tied back to the integration of technological tools with psychological theories of self-determination, goal-setting, and achievement recognition. By focusing on these principles, educational psychology ensures that online education is not a one-sided transfer of information, but one that inspires deep learning behaviors. This convergence of psychological theory and digital innovation is why educational psychology is an integral part of designing effective, human-centric online learning.
Author: Yueping Chen
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4408173891