Transformation of learning motivation in the context of digitalization of education
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The article examines the impact of digitalization on the transformation of learning motivation, which significantly affects all aspects of the learning process and creates new challenges for education. Particular attention is paid to the impact of digital technologies on the motivational subsystems of the individual, including extrinsic and intrinsic motivation, achievement motivation, safety, antimotivation, extracurricular motives, self-realization, and motivational stereotypes. The main extrinsic motive for learning is the motive of assessment, which is significantly transformed in the context of digitalization. Digitalization leads to a shift and expansion of motivationally attractive areas, especially in the field of virtual reality, which affects learning activities and students' interaction with technology. There is an increase in the intensity and strength of extrinsic motivational attitudes under the influence of digital learning tools that facilitate the implementation of evaluative motives. Intrinsic motivation, in particular cognitive interests, is undergoing significant changes due to increased access to information. While this contributes to the development of cognitive interests, the ease of obtaining information can lead to a decrease in intellectual activity associated with processing complex information. This creates an ambivalent effect on motivation, combining positive and negative trends. In terms of achievement motivation and failure avoidance motivation, digital technologies act as a tool that enhances the ability to solve learning problems by stimulating the development of these motivational subsystems. Digital learning tools contribute to an increased need for new achievements, which leads to an increase in achievement motivation. The findings emphasize that the impact of digitalization on the motivational sphere is complex and multifaceted, including positive and negative trends. Different motivational subsystems have different sensitivities to the impact of digitalization, with intrinsic and achievement motivation being more sensitive than extrinsic motivation. The impact of digitalization also differs at different age stages, which requires further research to examine the specifics of this impact in detail, taking into account the age and individual characteristics of students and learners.
