Online peer interactions and student motivation: a perception study

Abhinandan Kulal, Abhishek N and Sahana Dinesh

Behaviour and Information Technology, 2025, vol. 44, issue 18, 4437-4457

Abstract: This study investigates the complex interrelationships among Online Peer Interaction (OPI), Barriers for Online Peer Interaction (BOPI), and Student Motivation (SM) in online learning environments. Unlike previous research, which primarily examines either the direct impact of peer interaction or the role of barriers separately, this study integrates a mediated-moderation model to provide a more holistic understanding of student motivation in digital settings. The proposed model hypothesises that increased online peer interaction positively correlates with student motivation, with barriers playing a mediating role. Furthermore, it explores whether students’ demographic profiles moderate this relationship, addressing a significant gap in existing literature. Drawing on Social Cognitive Theory (SCT), this study advances theoretical perspectives by incorporating structural constraints as key mediating factors in online learning. With a diverse sample of 402 students from Mangalore University, the study employs rigorous statistical techniques, including mediation and moderation analyses, to validate its findings. The results reveal that while online peer interaction enhances student motivation, barriers such as technological limitations and communication constraints significantly mediate this effect. Interestingly, demographic factors such as age, gender, and academic level do not significantly moderate this relationship, challenging conventional assumptions about digital learning engagement. By uncovering these nuanced dynamics, this research provides actionable insights for educators and policymakers, advocating for strategies to reduce barriers and enhance peer collaboration in virtual learning environments. This study contributes to both theoretical advancement and practical implementation, offering a refined framework for understanding how digital peer interactions shape student motivation in online education.

Date: 2025
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DOI: 10.1080/0144929X.2025.2477756

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