Which constructs should we target? Identifying the most critical motivation and engagement components in online learning environments

Online learning has become a dominant mode of education in the digital era. However, students’ low levels of motivation and engagement in online learning continue to undermine its effectiveness. It is important to identify the motivation and engagement components that are most critical and should be prioritized for intervention. Furthermore, the extent to which the critical motivation and engagement components differ across genders remains underexplored. Drawing on the Motivation and Engagement Wheel, this study employs network analysis to examine the central features of online learning motivation and engagement among 21,545 college students. Results indicated that the perceived value of online learning and task management were the most central components. This suggests that helping students realize the real-world value of what they are learning and scaffolding their ability to manage their tasks could be high-leverage intervention targets. Focusing on these constructs could have broader positive effects on other motivational factors. Notable gender differences also emerged. Enhancing self-belief was more important for females, whereas reducing uncertain control was more crucial for males. This study advances the literature by adopting a holistic, systems-oriented approach to understanding online motivation and engagement. It surfaces key gender differences that could help personalize interventions and highlights high-leverage targets for instructional design.