A Systematic Literature Review of Motivation in Physics Education

Abstract

Learning motivation is an important factor influencing students’ conceptual understanding and learning outcomes in physics education. This study aims to synthesize empirical evidence on instructional methods used to enhance students’ motivation to learn physics through a Systematic Literature Review (SLR). The study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, with articles obtained exclusively from the Scopus database using a Boolean search string. The inclusion criteria comprised empirical research articles published in English between 2020 and 2025 that examined instructional interventions aimed at enhancing students’ motivation to learn physics. Of the 376 articles initially identified, 15 articles met the eligibility criteria following the screening and eligibility assessment processes and were included in the analysis. The synthesis identified four major trends in instructional approaches: technology-enhanced learning, student-centered learning, contextual and culturally responsive learning, and reflective or metacognitive learning. Learning motivation was assessed through indicators such as learning engagement, self-efficacy, situational interest, curiosity, intrinsic motivation, and positive attitudes toward physics. Overall, the findings indicate that learning approaches integrating active student participation, educational technology, meaningful learning experiences, and relevant contexts are more effective in enhancing students’ motivation to learn physics.