You are here: Home / Vol. 17, issue 1 / Paper 2026-56

Paper 2026-56

ТЕОРЕТИЧНИ АСПЕКТИ НА ВЛИЯНИЕТО НА ЕЛЕКТРОННИТЕ ОБРАЗОВАТЕЛНИ СРЕДСТВА ВЪРХУ МОТИВАЦИЯТА НА ДЕЦАТА И УЧЕНИЦИТЕ

Дияна Сашева Андонова
Бургаски държавен университет „Проф. д-р Асен Златаров“, Бургас

THEORETICAL ASPECTS OF THE INFLUENCE OF ELECTRONIC EDUCATIONAL TOOLS ON THE MOTIVATION OF CHILDREN AND STUDENTS

Diyana Sasheva Andonova
Burgas State University “Prof. Dr. Asen Zlatarov”, Burgas

* Авторът изказва благодарност към Национална научна програма „Развитие на научните изследвания и иновациите в системата на българското предучилищно и училищно образование“, Компонент 3, за финансирането на настоящата работа.

Abstract: The article presents a theoretical analysis of the potential influence of electronic educational tools on the motivation, interest, and active participation of children and pupils in preschool and primary education. The analysis focuses on concepts related to educational technology, learner engagement, intrinsic and extrinsic motivation, self-determination, and teachers’ technological and pedagogical competence. Particular attention is paid to the mechanisms through which digital resources may support learners’ behavioural, emotional, and cognitive engagement, as well as their needs for autonomy, competence, and relatedness. The analysis suggests that electronic educational tools may contribute to learners’ motivation, but their positive influence is not automatic. It depends on the age appropriateness and quality of the resources, the pedagogical purpose, the level of task difficulty, the form of interaction, and the teacher’s ability to integrate technology into meaningful educational activities. Electronic educational tools can support motivation when they complement direct teacherlearner interaction and are used in a balanced, purposeful, and methodologically sound manner.

Keywords: electronic educational tools, learning motivation, learner engagement, self-determination, preschool and primary education.

References:

  1. Adolfov, Y. Sashtnost i klasifikatsia na elektronnite obrazovatelni resursi i prilozhenieto na prezentatsiite v uchebnite chasove po „geografia i ikonomika“ i „turizam“ (gimnazialen etap), Vocational Education, Volume 23, Number 1, 2021, pp. 55-74
  2. Ryan, R. M., Deci, E. L. Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. Contemporary Educational Psychology, Vol. 61, 2020, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860.
  3. Fredricks, J. A., Blumenfeld, P. C., Paris, A. H. School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, Vol. 74, No. 1, 2004, pp. 59–109. https://doi.org/10.3102/00346543074001059.
  4. Sinatra, G. M., Heddy, B. C., Lombardi, D. The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist, Vol. 50, No. 1, 2015, pp. 1–13. https://doi.org/10.1080/00461520.2014.1002924.
  5. Hattie, J., Timperley, H. The Power of Feedback. Review of Educational Research, Vol. 77, No. 1, 2007, pp. 81–112. https://www.scribd.com/document/142398477/The-Power-of-Feedback-Hattie-and-Timperley
  6. Hidi, S., Renninger, K. A. The Four-Phase Model of Interest Development. Educational Psychologist, Vol. 41, No. 2, 2006, pp. 111–127. https://www.academia.edu/27911093/The_Four_Phase_Model_of_Interest_Development
  7. Plass, J. L., Homer, B. D., Kinzer, C. K. Foundations of Game-Based Learning. Educational Psychologist, Vol. 50, No. 4, 2015, pp. 258–283. https://www.academia.edu/22780069/Educational_Psychologist_Foundations_of_Game_Based_Learning
  8. Chi, M. T. H., Wylie, R. The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, Vol. 49, No. 4, 2014, pp. 219–243. https://www.scribd.com/document/586852619/ICAP
  9. Sweller, J., van Merriënboer, J. J. G., Paas, F. Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, Vol. 31, No. 2, 2019, pp. 261–292. https://doi.org/10.1007/s10648-019-09465-5.
  10. Mishra, P., Koehler, M. J. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, Vol. 108, No. 6, 2006, pp. 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
  11. National Association for the Education of Young Children, Fred Rogers Center for Early Learning and Children’s Media. Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Joint Position Statement. Washington, DC, 2012.
  12. OECD. Empowering Young Children in the Digital Age. Starting Strong. Paris: OECD Publishing, 2023. https://doi.org/10.1787/50967622-en.
  13. Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., Kaufman, J. Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, Vol. 16, No. 1, 2015, pp. 3–34. https://doi.org/10.1177/1529100615569721

(Endnotes:)

1. UNESCO. Global Education Monitoring Report 2023: Technology in Education – A Tool on Whose Terms? Paris: UNESCO, 2023.
2. Ryan, R. M., Deci, E. L. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press, 2017.
3. https://doi.org/10.7202/1041847ar
4. Mayer, R. E. Multimedia Learning. 3rd ed. Cambridge: Cambridge University Press, 2021.
5. https://www.jsu.edu/online/faculty/MULTIMEDIA%20LEARNING%20by%20Richard%20E.%20Mayer.pdf
6. Redecker, C. European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed.). Luxembourg: Publications Office of the European Union, 2017. https://doi.org/10.2760/159770

READ FULL PAPER