The Effect of Cybergogy on Students' Learning Motivation and Learning Outcomes

  • I Wayan Kayun Suwastika
  • I Komang Adisaputra Gita
  • Nurul Armadari
Keywords: cybergogy, motivation and learning outcomes, Slovin method, simple linear regression, MANOVA


Higher education is an integral part in developing students' intellectual abilities and skills to prepare them for a better future. As information and communication technology develops, higher education faces increasing demands to integrate this technology into the learning process. One approach that is emerging and developing rapidly in higher education is cybergogy, which combines pedagogical principles with information and communication technology to create a more interactive and technology-oriented learning experience. One of the important aspects of the learning process in higher education is student learning motivation. Learning motivation plays a key role in student academic success, because motivated students tend to participate more actively in learning, develop deeper understanding, and achieve better learning outcomes. Applying cybergogy, it is important to understand that the use of technology in learning can influence student learning motivation. Apart from learning motivation, student learning outcomes are also an important benchmark in assessing the effectiveness of learning approaches. In the digital era, learning outcomes are no longer only measured through traditional exams, but also through critical thinking skills, the ability to collaborate, and the ability to adapt to technology. Therefore, research on the influence of cybergogy on student learning outcomes is becoming increasingly important. Understanding the relationship between cybergogy, learning motivation, and student learning outcomes, we can develop more effective and relevant learning strategies to meet future demands in the digital world. This research was conducted at ITB STIKOM Bali using a population of students majoring in Information Systems class of 2023 as generation C whose activities cannot be separated from utilizing information technology. Sampling was taken using the Slovin method. The research instrument used a Likert scale questionnaire. The research method uses survey research methods with a quantitative approach. Data analysis techniques use simple linear regression and MANOVA. The results of the research are the results of quantitative statistical calculation analysis to answer the hypothesis of whether or not there is an influence between cybergogy on learning motivation and learning outcomes.


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How to Cite
Suwastika, I. W. K., Gita, I. K. A., & Armadari, N. (2024). The Effect of Cybergogy on Students’ Learning Motivation and Learning Outcomes. European Journal of Science, Innovation and Technology, 4(3), 115-122. Retrieved from