Investigating The Relationship Between Interactive Learning Environments And Learning Motivation: The Mediating Role Of Higher Engagement And Peer Assessment As Moderation

Abstract

Understanding the complex aspects that affect student learning experiences and outcomes has always become increasingly important in the changing academic landscape. For example, the previous academic achievement is the peak of a person's educational path to the moment. It includes a student's past record of accomplishments, which reflects their academic prowess, commitment, and preparation for subsequent academic endeavors. By reviewing comprehensive literature and using quantitative research methods, this study analyzes data collected from 400 college students. Using structural equation modeling (SEM), data is tested.  The basis of this study is the method of sampling the facility, taking a non-probability sampling. Indicating that students who actively participate in these environments tend to have more intrinsic drive to study, higher engagement was found to be a major mediator. The moderating impact of peer assessment also brought attention to how the presence of peer evaluations might strengthen the link between active learning environments and learning motivation, highlighting the significance of group learning activities.These findings emphasize the necessity of including interactive features in educational environments and have practical consequences for educators and curriculum designers. Institutions can improve learning motivation by encouraging greater involvement and carefully integrating peer assessment, thereby promoting more meaningful and effective learning experiences for students. This study adds to our knowledge of the complex interactions that take place during the educational process and sheds light on how to improve learning settings for better student results.