Active Learning Technologies and Student Motivation in STEM Education

In the digital era, maintaining student motivation in STEM education presents a significant challenge, necessitating innovative pedagogical approaches. This study aims to quantitatively evaluate the impact of specific active learning technologies on student motivation. The research focuses on four technological interventions: Virtual Reality Based Learning (VRL), Simulation Based Learning (SL), Gamification Learning (GL), and Mobile App Based Learning (MAL). A quantitative research design was employed, involving 150 undergraduate students from diverse Indonesian universities. Data were collected through online surveys with validated instruments (Cronbach’s α >0.7) and analyzed using regression analysis to assess the relationship between technology use and self-reported motivation. The findings demonstrate a significant positive impact of these technologies on student motivation. Regression analysis indicated that SL (R<sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sup> =0.534, GL (R2=0.502, and MAL (R<sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sup> =0.487 were substantial predictors of variance in student motivation. This research concludes that the integration of active learning technologies is a robust strategy for enhancing student motivation in STEM fields. The findings provide empirical evidence for educators and curriculum developers on the efficacy of using simulations, gamification, and mobile learning to create more engaging and effective educational environments, thereby addressing key challenges in contemporary digital pedagogy.