stage requires invoking interest and motivation among them. In this regard their proper level of motivation can only be achieved through the right educational approach. This motivation is more important in elementary school because in this period, the educational infrastructure of students is formed and it has a great impact on higher education levels. The purpose of this study was to present a model to strengthen the academic motivation of elementary school students with emphasis on educational technologies.
Methods: The present study is an applied study in terms of purpose; in terms of nature and research method, it is considered as qualitative. The statistical population of the study consisted of university professors and experts in the field of education who were selected by purposive sampling. Experts in this study were people who had at least 15 years of studying or teaching experience in providing educational models. Sampling continued until the theoretical saturation was obtained. Finally, 20 university professors and experts from Isfahan province answered the research questions. To check the validity of the measurement tool, content validity was used and interview questions were given to the professors and experts to be checked in terms of their accuracy. Also, to determine the reliability of the measuring instrument, the value of interclass correlation coefficient in terms of compatibility and absolute agreement was confirmed. Interviews with experts were in the form of four main questions related to general factors affecting the motivation of elementary school students, factors affecting the motivation of elementary school students in relation to information and communication technology, factors affecting the motivation of elementary school students in relation to the teacher and factors affecting the motivation of primary school students were related to the students themselves. Interpretive structural modeling approach using MATLAB software was used to analyze the data.
Findings: The findings of Mick Mac analysis showed that eight factors were related to strengthening the academic motivation of elementary school students with emphasis on educational technologies which are divided into two categories of influential and linking factors with regard to permeability and dependence. The factors including students’ attitudes, knowledge of information and communication technology, teachers' attitudes, quality of content and the need for technical and telecommunication infrastructures in relation to the subject were highly guided and highly dependent. In addition, the factors of perceived ease, perceived usefulness and system quality had the highest impact and the least impact in the current model compared to that of other components, respectively.
Conclusion: The results of this study showed that such factors as students’ attitudes, information and communication technology knowledge, teachers' attitudes, content quality and the need for technical and telecommunication infrastructure had a prominent role in motivating students so that they could predict their motivational trajectory. In addition, perceived ease, perceived usefulness, and quality of the educational system based on interpretive structural modeling resulted in both having motivated students to learn more and increasing their motivation to learn. Increasing teachers’ familiarity with up-to-date information and technological knowledge and correcting students' attitudes towards academic motivation were some of the practical suggestions in this article.
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