@Article{info:doi/10.2196/64179,
author="Gavarkovs, Adam
and Miller, Erin
and Coleman, Jaimie
and Gunasegaran, Tharsiga
and Kusurkar, Rashmi A
and Kulasegaram, Kulamakan
and Anderson, Melanie
and Brydges, Ryan",
title="Motivation Theories and Constructs in Experimental Studies of Online Instruction: Systematic Review and Directed Content Analysis",
journal="JMIR Med Educ",
year="2025",
month="Apr",
day="11",
volume="11",
pages="e64179",
keywords="motivation; internet; systematic review; experimental studies; online instruction; educator; learner; researcher; health professional; education; tool-kit; autonomy",
abstract="Background: The motivational design of online instruction is critical in influencing learners' motivation. Given the multifaceted and situated nature of motivation, educators need access to a range of evidence-based motivational design strategies that target different motivational constructs (eg, interest or confidence). Objective: This systematic review and directed content analysis aimed to catalog the motivational constructs targeted in experimental studies of online motivational design strategies in health professions education. Identifying which motivational constructs have been most frequently targeted by design strategies---and which remain under-studied---can offer valuable insights into potential areas for future research. Methods: Medline, Embase, Emcare, PsycINFO, ERIC, and Web of Science were searched from 1990 to August 2022. Studies were included if they compared online instructional design strategies intending to support a motivational construct (eg, interest) or motivation in general among learners in licensed health professions. Two team members independently screened and coded the studies, focusing on the motivational theories that researchers used and the motivational constructs targeted by their design strategies. Motivational constructs were coded into the following categories: intrinsic value beliefs, extrinsic value beliefs, competence and control beliefs, social connectedness, autonomy, and goals. Results: From 10,584 records, 46 studies were included. Half of the studies (n=23) tested strategies aimed at making instruction more interesting, enjoyable, and fun (n=23), while fewer studies tested strategies aimed at influencing extrinsic value beliefs (n=9), competence and control beliefs (n=6), social connectedness (n=4), or autonomy (n=2). A focus on intrinsic value beliefs was particularly evident in studies not informed by a theory of motivation. Conclusions: Most research in health professions education has focused on motivating learners by making online instruction more interesting, enjoyable, and fun. We recommend that future research expand this focus to include other motivational constructs, such as relevance, confidence, and autonomy. Investigating design strategies that influence these constructs would help generate a broader toolkit of strategies for educators to support learners' motivation in online settings. Trial Registration: PROSPERO CRD42022359521; https://www.crd.york.ac.uk/PROSPERO/view/CRD42022359521 ",
issn="2369-3762",
doi="10.2196/64179",
url="https://mededu.jmir.org/2025/1/e64179",
url="https://doi.org/10.2196/64179"
}