Influence of digital educational environments on the motivation and behavior of university students
DOI:
https://doi.org/10.62697/rmiie.v5i3.391Keywords:
Digital environments, academic motivation, artificial intelligence, university learning, self-regulation, social interactionAbstract
The increasing digitization of higher education has transformed how students access knowledge, interact with content, and participate in learning processes. Digital learning environments not only facilitate access to academic resources but also directly influence motivation and academic behavior, essential factors for university success. The aim of this study was to analyze how digital learning environments affect intrinsic and extrinsic motivation, as well as the study habits and active participation of university students, considering the interaction of technological, pedagogical, and psychological factors. A qualitative-descriptive methodology was employed, based on a systematic review of academic literature published between 2017 and 2026. Empirical studies, theoretical reviews, and case analyses focused on learning platforms, educational games, academic networks, and artificial intelligence-based tools were included. The findings were coded according to the needs for autonomy, competence, and social connection, as well as aspects of self-regulation, planning, and academic persistence, to identify patterns and relationships between digital design and student motivation. The results indicate that well-designed digital environments strengthen intrinsic and extrinsic motivation, improve self-efficacy, and foster sustainable study habits. Personalized content, immediate feedback, social interaction, and the integration of emerging technologies such as artificial intelligence enhance engagement and active participation. These environments also facilitate the internalization of academic goals, promoting autonomous and proactive behaviors, and consolidating academic resilience and self-regulation in students.
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