REVISITING MOTIVATION IN DIGITAL LEARNING: THE INTERPLAY OF OERS INTERACTIVITY AND SELF-REGULATED LEARNING AMONG THAI PRE-SERVICE TEACHERS

Perceived motivation plays an essential role in digital learning, particularly for pre-service teachers who often struggle with self-paced environments, limited digital literacy, and insufficient self-regulated learning (SRL) skills. These factors can hinder their engagement and persistence in online courses. Interactive Open Educational Resources (I-OERs) have been proposed as a promising approach to enhance motivation because some of its features such as learner control, embedded questions, and feedback are presumed to support attention, confidence, and satisfaction. However, research exploring how interactivity interacts with different levels of learners’ self-regulated learning on their perceived motivation remains limited. Therefore, this study investigated main effects of Interactive Open Educational Resources (I-OERs) and Non-Interactive Open Educational Resources (N-I-OERs) and self-regulated learning as well as their interaction effect on perceived motivation among 117 pre-service teachers. Using a quasi-experimental design with a three by two factorial design, each student as determined by self-regulated learning questionnaire was categorized into high, moderate, and low groups and purposively assigned to study with either an I-OERs or N-IOERs course materials available on a MOOC platform. Then, perceived motivation was measured by using the Instructional Materials Motivation Scale (IMMS), and data was analyzed with two-way ANOVA and descriptive statistics including mean and standard deviation. The key findings showed that significant main effects of different learning materials and varying degrees in self-regulated learning on perceived motivation among participants were evidently observed. The students who used interactive materials and possessed higher self-regulated learning exhibited greater motivation. Additionally, an interaction effect between types of learning materials and regulated learning control significantly affected the rise in learning motivation. The study highlights the importance of incorporating interactive and motivational features into open educational resources while offering adequate support for learners with lower self-regulation.