doi: 10.18178/ijiet.2026.16.10.2723
A Theory-driven LMS-based Intervention for Enhancing Student Motivation, Cognitive Engagement and Performance in Engineering Education
Roshahliza M Ramli1,2,*
,
Muhammad Sharfi Najib2 ,
Dwi Pebrianti3
- 1Centre for Bioaromatic Research, Universiti Malaysia Pahang Al-Sultan Abdullah, Kuantan, Malaysia
- 2Faculty of Electrical and Electronics Engineering Technology, Universiti Malaysia Pahang Al-Sultan Abdullah, Pekan, Malaysia
- 3Department of Mechatronics, Kulliyah of Engineering, International Islamic University Malaysia, Kuala Lumpur, Malaysia
- Manuscript receivedJanuary 30, 2026
- revisedMarch 23, 2026
- acceptedMay 13, 2026
- publishedOctober 16, 2026
Abstract
This study examines a theory-driven Learning Management System (LMS) intervention designed to address motivational, cognitive, and social engagement challenges in engineering education. The intervention was grounded in Self-Determination Theory (SDT), Cognitive Load Theory (CLT), and the Community of Inquiry (CoI) framework, operationalised through segmented video lectures, quizzes with immediate feedback, flexible self-paced access, and collaborative forums. Two cohorts participated: 112 undergraduate students in a fully online course during the COVID-19 pandemic and 85 diploma students in a post-pandemic hybrid course. A mixed-methods approach analysed grade distributions, course outcome attainment, and longitudinal motivation surveys. Both cohorts showed significant and practically meaningful improvements in academic performance following the intervention, with grade distributions shifting substantially toward higher bands (χ²(3) = 24.56 and 17.89; both p < 0.001; medium effect sizes). Course outcome attainment improved by up to 28% for undergraduates and 25% for diploma students, with the strongest gains in outcomes requiring applied problem-solving and foundational knowledge integration. Student motivation and effort increased consistently between Week 2 and Week 10, corroborating the quantitative findings. These results demonstrate that systematically aligning LMS features with established learning theories produces measurable improvements in student performance, engagement, and course outcome attainment in engineering education, offering transferable design principles for educators across digital learning platforms.
Keywords
- mobile learning
- learning management system
- engineering education
- cognitive engagement
- student motivation
- academic performance
How to Cite
Roshahliza M Ramli, Muhammad Sharfi Najib, and Dwi Pebrianti, "A Theory-driven LMS-based Intervention for Enhancing Student Motivation, Cognitive Engagement and Performance in Engineering Education," International Journal of Information and Education Technology, vol. 16, no. 10, pp. 2681-2691, 2026. https://doi.org/10.18178/ijiet.2026.16.10.2723
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).