Technology Utilization and Learning Motivation: The Mediating Role of Learning Concentration in Higher Education

Abstract

The integration of digital technology in higher education has transformed learning practices, yet its influence on students’ learning motivation may depend on internal psychological mechanisms. This study examined the effect of technology utilization on learning motivation and investigated the mediating role of learning concentration. A quantitative explanatory survey design was employed involving 100 higher education students who actively used digital learning platforms. Data were collected using Likert-scale instruments measuring technology utilization, learning concentration, and learning motivation. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The measurement model was evaluated through convergent validity, discriminant validity, and construct reliability, while the structural model was assessed using path coefficients, R-square values, effect size, and mediation testing through bootstrapping.The findings showed that technology utilization had a positive and significant effect on learning concentration and learning motivation. Learning concentration also had a positive and significant effect on learning motivation. The indirect effect of technology utilization on learning motivation through learning concentration was significant, indicating that learning concentration functioned as a partial mediator. The model explained 32.8% of the variance in learning concentration and 71.4% of the variance in learning motivation.These findings suggest that technology enhances learning motivation not only through direct access to digital tools but also by strengthening students’ concentration and cognitive regulation. Effective digital pedagogy should therefore focus on designing technology-based learning environments that foster focus, engagement, autonomy, and self-control.