Động lực học tập của sinh viên đại học trong môi trường học tập số: Một số vấn đề lí luận và hàm ý sư phạm

Tóm tắt

In the context of current digital transformation, with the increasing application of artificial intelligence, organizing learning activities to motivate university students is becoming increasingly important. This study analyzes the relationship between teaching design, learning activity structure, and the formation of learning motivation in a digital environment; thereby offering some pedagogical implications for organizing teaching to motivate university students. Accordingly, learning activities can be viewed as a pedagogical-technological structure, in which learners participate in meaningful learning tasks, actively interact and respond to form and maintain learning motivation. At the same time, in the digital learning environment, technological tools and artificial intelligence play a regulatory role, influencing learners' perceptions of the value of learning tasks, their abilities and self-control. Thus, learning motivation is approached as a result of structuring learning activity in teaching design rather than just an intrinsic psychological characteristic of the learner, thereby clarifying the role of teaching design in motivating students in higher education.