Innovation in Programming Teaching: Technology Integration to Increase Student Motivation and Self-Effectiveness

Learning programming is often considered challenging because it involves abstract concepts, computer logic, and complex problem-solving thinking. Conventional lecturer-centered approaches are found to be less effective in maintaining student interest. Therefore, innovative technology-based approaches need to be explored. This study was conducted to evaluate the effectiveness of integrating technology, such as artificial intelligence (AI), gamification, and interactive multimedia applications, in increasing motivation, self-efficacy, and student perceptions of programming instruction. This study used a quantitative design with descriptive and experimental methods. A total of 80 students from four polytechnics were involved as the study sample through stratified random sampling. A questionnaire instrument with a five-point Likert scale was used to measure the three main constructs, while data analysis was conducted using SPSS through descriptive and one-way ANOVA tests. The study findings showed that student motivation was at a high level, self-efficacy was at a moderately high level, and perception of technology was also high. ANOVA analysis revealed significant differences among polytechnics in terms of motivation and self-efficacy; however, student perceptions of technology were consistent across all institutions. In conclusion, the integration of technology in programming teaching not only helps students understand abstract concepts better but also increases their active engagement and selfconfidence. The implications of this study show that technology-based teaching strategies can be used as a relevant, inclusive, and responsive approach to strengthening the effectiveness of programming teaching and learning at polytechnics.