Educational Technology Management and Students’ Learning Motivation from the Perspective of Self-Determination Theory: A PRISMA-Based Systematic Literature Review
Manajemen Teknologi Pendidikan dan Motivasi Belajar Peserta Didik dalam Perspektif Self-Determination Theory: Tinjauan Literatur Sistematis Berbasis PRISMA
DOI:
https://doi.org/10.21070/ups.11120Keywords:
educational technology management, learners' motivation, self-determination theory, systematic literature review, prismaAbstract
Digital transformation has accelerated the use of technology in education, yet the relationship between educational technology and learners’ motivation remains more frequently understood through tool use, digital learning experiences, and instructional design than through institutional management. This study systematically reviews how the literature positions the relationship between educational technology management and learners’ motivation from the perspective of Self-Determination Theory. A Systematic Literature Review based on PRISMA 2020 was conducted using Lens.org as the primary database, with articles limited to publications from 2016 to 2026. The selection process included identification, deduplication, screening, full-text assessment, and synthesis. From 333 initial records, 77 unique studies met the inclusion criteria. The findings reveal five main clusters: blended/online learning, platform/AI, gamification, SDT-based studies, and learning analytics. The synthesis shows that educational technology enhances motivation when managed to support interaction, feedback, structured learning, autonomy, competence, and relatedness, positioning technology as a managed educational process for motivation.
Downloads
References
M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” BMJ, vol. 372, Art. no. n71, 2021, doi: 10.1136/bmj.n71.
H. D. O. Vanegas, Y. d. M. S. Cifuentes, and Á. S. Morrás, “Educational technology in teacher training: A systematic review of competencies, skills, models, and methods,” Education Sciences, vol. 15, no. 8, Art. no. 1036, 2025, doi: 10.3390/educsci15081036.
M. Bond, S. Bedenlier, K. Buntins, M. Kerres, and O. Zawacki-Richter, “Facilitating student engagement in higher education through educational technology,” Contemporary Issues in Technology and Teacher Education, vol. 20, no. 2, pp. 315–368, 2020.
M.-D. González-Zamar, E. Abad-Segura, E. López-Meneses, and J. Gómez-Galán, “Managing ICT for sustainable education: Research analysis in the context of higher education,” Sustainability, vol. 12, no. 19, Art. no. 8254, 2020, doi: 10.3390/su12198254.
Y. Wang, H. Wang, S. Wang, S. A. Wind, and C. Gill, “A systematic review and meta-analysis of self-determination-theory-based interventions in the education context,” Learning and Motivation, vol. 87, Art. no. 102015, 2024, doi: 10.1016/j.lmot.2024.102015.
J. S. Bureau, J. L. Howard, J. X. Y. Chong, and F. Guay, “Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations,” Review of Educational Research, vol. 92, no. 1, pp. 46–72, 2022, doi: 10.3102/00346543211042426.
E. L. Deci and R. M. Ryan, “The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior,” Psychological Inquiry, vol. 11, no. 4, pp. 227–268, 2000, doi: 10.1207/S15327965PLI1104_01.
M. S. O. Fauzee, L. M. R. Pasaribu, S. S. Mustafa, N. Khalid, and K. Fauzee, “Mapping student learning motivation research trends (2000–2024),” European Journal of Educational Research, vol. 15, no. 2, pp. 375–388, 2026, doi: 10.12973/eu-jer.15.2.375.
M. D. H. Rahiem, “Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic,” Children and Youth Services Review, vol. 120, Art. no. 105802, 2020, doi: 10.1016/j.childyouth.2020.105802.
R. Peng and R. Fu, “The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment,” Australasian Journal of Educational Technology, vol. 37, no. 6, pp. 61–74, 2021, doi: 10.14742/ajet.6235.
A. Elçi and A. M. Abubakar, “The configurational effects of task-technology fit, technology induced engagement and motivation on learning performance during COVID-19 pandemic,” Education and Information Technologies, vol. 26, pp. 7259–7277, 2021, doi: 10.1007/s10639-021-10580-6.
M. Alizadeh et al., “Effect of virtual case-based learning (CBL) using the flipped class and peer instruction on the motivation to learn basic sciences,” BMC Medical Education, vol. 24, Art. no. 1230, 2024, doi: 10.1186/s12909-024-06229-w.
M. Ismailov and Y. Ono, “Assignment design and its effects on Japanese college freshmen’s motivation in L2 emergency online courses,” The Asia-Pacific Education Researcher, vol. 30, no. 3, pp. 263–278, 2021, doi: 10.1007/s40299-021-00569-7.
K. Al-Said, “Influence of teacher on student motivation: Opportunities to increase motivational factors during mobile learning,” Education and Information Technologies, vol. 28, no. 10, pp. 13439–13457, 2023, doi: 10.1007/s10639-023-11720-w.
V. T. T. Nguyen and H.-L. Chen, “Examining impacts of information system success and perceived stress on students’ self-regulated learning mediated by intrinsic motivation in online learning environments,” Education and Information Technologies, vol. 28, no. 10, pp. 12945–12968, 2023, doi: 10.1007/s10639-023-11685-w.
Y. Huang and S. Wang, “How to motivate student engagement in emergency online learning? Evidence from the COVID-19 situation,” Higher Education, vol. 85, pp. 1101–1123, 2023, doi: 10.1007/s10734-022-00880-2.
E. Geary, K.-A. Allen, N. Gamble, and S. A. Pahlevansharif, “Online learning during the COVID-19 pandemic: Does social connectedness and learning community predict self-determined needs and course satisfaction?,” Journal of University Teaching & Learning Practice, vol. 20, no. 1, Art. no. 13, 2023, doi: 10.53761/1.20.01.13.
D. Bailey, N. M. Almusharraf, and R. Hatcher, “Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context,” Education and Information Technologies, vol. 26, no. 3, pp. 2563–2583, 2021, doi: 10.1007/s10639-020-10369-z.
A. K. Bawaneh and A. B. H. Moumene, “Flipping the classroom for optimizing undergraduate students’ motivation and understanding of medical physics concepts,” EURASIA Journal of Mathematics, Science and Technology Education, vol. 16, no. 11, Art. no. em1899, 2020, doi: 10.29333/ejmste/8561.
F. Zang, M. Tian, J. Fan, and Y. Sun, “Influences of online learning environment on international students’ intrinsic motivation and engagement in the Chinese learning,” Journal of International Students, vol. 12, no. S1, pp. 61–82, 2022, doi: 10.32674/jis.v12iS1.4608.
K. N. A. B. K. Doris, “Technology use and student engagement during COVID-19: The case of online EFL classes,” The Journal of AsiaTEFL, vol. 18, no. 4, pp. 1413–1422, 2021, doi: 10.18823/asiatefl.2021.18.4.21.1413.
E. D. Deemer, A. C. Barr, A. Belote, M. C. Hall, C. Xu, and J. P. Ogas, “Online science instruction can promote adolescents’ autonomy need satisfaction: A latent growth curve analysis,” Research in Science Education, vol. 53, no. 5, pp. 961–975, 2023, doi: 10.1007/s11165-023-10118-5.
L. Y. Chaw and C. M. Tang, “Driving high inclination to complete massive open online courses (MOOCs): Motivation and engagement factors for learners,” The Electronic Journal of e-Learning, vol. 17, no. 2, pp. 118–130, 2019, doi: 10.34190/JEL.17.2.05.
R. van der Velde, N. Blignaut-van Westrhenen, N. H. M. Labrie, and M. B. M. Zweekhorst, “‘The idea is nice… but not for me’: First-year students’ readiness for large-scale ‘flipped lectures’—what (de)motivates them?,” Higher Education, vol. 81, no. 6, pp. 1157–1175, 2020, doi: 10.1007/s10734-020-00604-4.
D. González-Gómez, J. S. Jeong, and F. Cañada-Cañada, “Examining the effect of an online formative assessment tool (OFAT) on students’ motivation and achievement for university science education,” Journal of Baltic Science Education, vol. 19, no. 3, pp. 401–414, 2020, doi: 10.33225/jbse/20.19.401.
Downloads
Additional Files
Posted
License
Copyright (c) 2026 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
