This mixed-methods study examines how technology-enhanced learning (TEL) influences student motivation among 11th and 12th-grade students at Golda Meir High School in Ness Ziona, Israel. The research utilized a convergent parallel design to collect both quantitative survey data (n=43) and qualitative open-ended responses from students engaging with Classoos, Google Classroom, Kahoot, and Padlet. Quantitative results demonstrated strong positive trends, with 88.6% of students agreeing or strongly agreeing that technology increases motivation and 91.4% reporting enhanced interactivity. However, 45.7% acknowledged technology-related distractions. Thematic analysis of qualitative data revealed four primary themes: (1) Increased Engagement Through Interactivity and Choice; (2) Autonomy and Access Support Self-Directed Learning; (3) Collaboration and Social Learning Enhance Connection; and (4) Technical and Pedagogical Barriers as Demotivators. The findings suggest that a strategic blend of interactive, collaborative, and autonomy-supportive technology can significantly enhance student motivation when implemented with attention to pedagogical integration and digital distraction management. This study contributes to the understanding of TEL in Israeli secondary education and provides practical implications for educators seeking to optimize technology integration for motivational benefits.
Amizur Nachshoni (Thu,) studied this question.