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Since the COVID-19 pandemic, the world has experienced a shift in education, forcing students to transition from traditional face-to-face classes to distance learning. Students found these adjustments challenging, thus affecting their academic performance. In order to address this issue, this study sought to identify the factors affecting students’ learning motivation and academic attention in distance learning using a novel framework of ergonomic domains. Using purposive sampling, 311 senior high school students who took part in online learning at selected schools in NCR Plus answered an online survey. Partial least square structural equation modeling (PLS-SEM) was utilized to investigate and assess the physical, cognitive, and macro-ergonomic factors influencing their learning motivation and academic attention. The study’s results revealed that cognitive and macro-ergonomic factors significantly influence students’ learning motivation, affecting students’ academic attention, while the physical ergonomic factors were found to be insignificant. The findings and analysis imply that academic professionals should be aware of and apply physical, cognitive, and macro-ergonomic concepts to positively influence students’ learning in an online setup. Furthermore, intrinsic motivation should be the main driving force behind learning because it is more successful and beneficial in the long term. The study concludes that as online learning has become more prevalent than ever, it is imperative that ergonomic factors are considered to establish an effective online education system and improve students’ learning motivation and academic attention in distance learning. |
