Volume: 2 Issue: 3
Year: 2025, Page: 148-154, Doi: https://doi.org/10.70372/jeltp.v2.i3.24
Low levels of student engagement in online learning environments have been closely linked to poor academic outcomes and elevated dropout rates. This study introduces a personalized motivation framework designed to improve student engagement by delivering targeted feedback, timely advice, and tailored reminders. The framework operates by monitoring each learner’s engagement patterns and responding with motivational interventions suited to their individual needs. The system was implemented and tested with a cohort of over one hundred students, allowing for a detailed evaluation of its effectiveness. Results indicate that when students received individualized motivational support, their engagement with the course content increased significantly. A comparative analysis with a previous group of students—who did not receive such personalized interventions—further underscores the framework’s impact. The findings highlight the importance of individualized motivation as a powerful tool in promoting sustained student participation and involvement in digital learning contexts..
Keywords: Individualized motivation, Student engagement, Online learning, Personalized feedback, Learning analytics, Educational technology
Hew, K. F., Qiao, C., & Tang, Y. (2018). Understanding student engagement in large-scale open online courses: A machine learning facilitated analysis of students’ reflections in 18 highly rated MOOCs. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3596
Wang, R., Cao, J., Xu, Y., & Li, Y. (2022). Learning engagement in massive open online courses: A systematic review. Frontiers in Education, 7, 1074435. https://doi.org/10.3389/feduc.2022.1074435
Alj, Z., & Bouayad, A. (2023). The impact of motivation on MOOC retention rates: A systematic review. Emerging Science Journal. https://doi.org/10.28991/esj-2023-SPER-06
Badali, M., Hatami, J., & Banihashem, S. K. (2022). The role of motivation in MOOCs’ retention rates: A systematic literature review. Research and Practice in Technology Enhanced Learning, 17(1), 5. https://doi.org/10.1186/s41039-022-00181-3
Xu, D., & Chen, N. S. (2022). Applying self-optimised feedback to a learning management system for facilitating personalised learning activities on massive open online courses. Sustainability, 15(16), 12562. https://doi.org/10.3390/su151612562
Wang, H., & Lehman, J. D. (2021). Using achievement goal-based personalized motivational feedback to enhance online learning. Educational Technology Research and Development, 69, 553–581. https://doi.org/10.1007/s11423-021-09930-2
Maier, U., & Klotz, C. (2022). Personalized feedback in digital learning environments: Classification framework and literature review. Computers in Education: Artificial Intelligence, 3, 100080. https://doi.org/10.1016/j.caeai.2022.100080
Wittayakom, S., Kanjanavisutt, C., & Rumpagaporn, M. W. (2021). Online training by active learning approaches: A systematic literature review. Higher Education Studies, 14(4), 53–67. https://doi.org/10.5539/hes.v14n4p53
Tavakoli, M., Faraji, A., Molavi, M., Mol, S. T., & Kismihók, G. (2021). Hybrid human-AI curriculum development for personalised informal learning environments. arXiv preprint arXiv:2112.12100. https://arxiv.org/abs/2112.12100
Ng, W., & Nicholas, H. (2010). Online learning for gifted students: A review of the literature. Gifted Education International, 26(2), 139–152. https://doi.org/10.1177/0261429410372115
Sanderson, D., & Greenberger, M. (2010). Motivating students in online learning environments. Journal of Online Learning and Teaching, 6(4), 1–10. https://jolt.merlot.org/vol6no4/sanderson_1210.pdf
Pardo, A., Liu, D., Vigentini, L., & Blumenstein, M. (2019). Scaling personalised student communication: Current initiatives and future directions. OnTask Learning. https://www.ontasklearning.org/wp-content/uploads/ALASI_Scale_personalised_communication_2019.pdf
Lim, L. A., Gentili, S., Pardo, A., Kovanović, V., Whitelock-Wainwright, A., Gašević, D., & Dawson, S. (2019). What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course. Learning and Instruction, 72, 101202. https://doi.org/10.1016/j.learninstruc.2019.101202
Roosta, F., Taghiyareh, F., & Mosharraf, M. (2016). Personalization of gamification-elements in an e-learning environment based on learners’ motivation. 2016 6th International Conference on Computer and Knowledge Engineering (ICCKE), 216–221. https://doi.org/10.1109/ICCKE.2016.7805091
Vasilyeva, E., Lubega, J., & Gusev, M. (2019). Adaptive feedback approach in e-learning environments: Consideration of learners’ answer certainty. International Journal of Emerging
Technologies in Learning (iJET), 14(19), 123-136. https://doi.org/10.3991/ijet.v14i19.10841
Archa Chandrasenan. The Role of Individualized Motivation in Fostering Student Engagement. Journal of Effective Teaching and Learning Practices. 2025;2(3):148-154