Enhancing motivation and conceptual understanding in synchronous distance education: A simple electrical circuit analogy tailored to students’ cognitive and motivational needs

A. Hachmi, A. El Moussaouy and A. Ouariach

The Journal of Educational Research, 2025, vol. 118, issue 5, 450-474

Abstract: This study investigated a synchronous distance learning activity focusing on simple electrical circuits, using an analogy-based framework tailored to students’ cognitive and motivational needs. The methodology used a mixed-methods approach, including quantitative measures such as multiple-choice questionnaires (motivation test and conceptual understanding test) to assess conceptual understanding and motivation before and after the intervention, and qualitative measures to collect feedback on the activity. It uses a control group, an experimental group, a pretest and a post-test. The results showed that the analogy activity had a significant positive impact on conceptual understanding and motivation. In addition, students in the experimental group responded positively to the analogy activity. The study’s approach to meeting students’ needs has important implications for the field of education, particularly with regard to adapting online courses to better meet students’ cognitive and motivational needs.

Date: 2025
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DOI: 10.1080/00220671.2025.2492273

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