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Effectiveness of Designing E-learning Environments Based on Keller’s Motivational Model on Self-Directed Learning and Academic Engagement of Elementary School Students
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Shima Aali   , Rahim Moradi * |
| Associate Professor, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran. |
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Abstract: (29 Views) |
The present study aimed to investigate the effectiveness of designing e-learning environments based on Keller’s motivational model on self-directed learning and academic engagement of sixth-grade students in science education. In terms of purpose, this study was applied research, and in terms of implementation, it employed a quasi-experimental design using a pretest–posttest with a control group. The statistical population consisted of all sixth-grade female students enrolled in elementary schools in Sarband District, Markazi Province, during the 2023–2024 academic year (N = 85). A total of 30 students were selected through convenience sampling. One class consisting of 15 students was assigned to the experimental group, while another class with 15 students served as the control group. Data were collected using the Self-Directed Learning Readiness Scale and the Academic Engagement Questionnaire. The instructional unit "Let Us Stay Healthy" was taught to the experimental group based on Keller’s motivational instructional design model during three 45-minute sessions via the SHAD virtual learning network. Subsequently, learning activities and assignments were organized through the ClassDojo learning management system. The results of the analysis of covariance (ANCOVA) indicated that the implementation of e-learning environments designed according to Keller’s motivational model significantly improved students’ self-directed learning and academic engagement in the experimental group compared with the control group.
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| Keywords: E-learning, Keller’s Motivational Model, Self-Directed Learning, Academic Engagement. |
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Type of Study: Research |
Subject:
managing education in education
Received: 2026/08/2 | Accepted: 2026/09/11
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