The impact of emotional value in digital teaching resources on learning motivation-an empirical analysis based on a questionnaire survey.

The association between this variable and motivation levels was highly significant [ χ 2 (16) = 105.58, p < 0.001, Cramér’s V = 0.14], supporting the hypothesis that ‘higher usage frequency leads to stronger learning motivation’, which aligns with the theoretical connotations of the “Relevance” and “Satisfaction” dimensions in the ARCS model.

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However, the association between program type and motivation tiers did not reach statistical significance [ χ 2 (8) = 8.60, p = 0.377, Cramér’s V = 0.06].

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