Pedagogical Design as a Tool to Increase Students’ Learning Motivation During Distance Learning

1 Introduction

Since the twenty-first century, computer technologies have become integral to the digital society and the educational environment, aligning with the needs of the information society for continuous education and vocational training. Distance learning, characterised by remote participants, indirect communication, and increased student self-organisation, requires different means than traditional face-to-face training. This shift necessitates the adaptation of pedagogical approaches and tools to ensure psychological comfort and support for students in line with technological advancements in the educational environment (Avila, Abin, Bien, Acasamoso, & Arenque, 2021; Göksu, Ergün, Özkan, & Sakız, 2021; Tugtekin & Dursun, 2022).

In recent years, pedagogical design has gained traction as a significant factor in increasing student motivation in distance learning. Vagianou, Paraskeva, Karampa, and Bouta (2021) explored the integration of motivational techniques and gamified elements into instructional design models to enhance instruction efficacy, particularly in secondary education. Their study underlined the need for pedagogical models to address both the cognitive and emotional needs of students to promote active participation and engagement (Vagianou et al., 2021). Furthermore, Valverde-Berrocoso and Fernández-Sánchez (2020) highlighted the importance of effective instructional design in blended learning. Their work offers theoretical foundations and practical guidelines, underscoring the flexibility and adaptability required for blended environments where online and traditional methodologies intersect (Valverde-Berrocoso & Fernández-Sánchez, 2020). Gamification is becoming an increasingly popular tool in the realm of online education. Ghai and Tandon (2023) discussed the symbiosis between gamification and instructional design, suggesting that integrating the two can greatly enhance the usability of online learning platforms. This integration can facilitate a more interactive and engaging learning experience, potentially leading to improved student motivation and outcomes (Ghai & Tandon, 2023; Sarsekeyeva, Zhekibayeva, Zhukenova, Sarsekeyeva, & Mazhenova, 2019b).

Molenda’s (2023) contribution provides a comprehensive overview of the history and evolution of instructional design and technology. Recognising the progression of methodologies and technologies offers insights into current practices and illuminates potential future directions for the field, especially as distance education continues to evolve (Molenda, 2023). Mobile technology’s rise has given educators novel tools and platforms to reach learners. Sakulwichitsintu (2023) introduced an innovative instructional design model tailored to mobile technologies, highlighting the importance of flexibility and accessibility in modern distance education (Sakulwichitsintu, 2023). Wilson and Berge (2023) delved into the relationship between educational experience and instructional design effectiveness within the community of inquiry framework. They accentuated the significance of cultivating a rich educational experience to ensure optimal instructional design (Wilson & Berge, 2023). A few works have compared and contrasted instructional design models. Spatioti, Kazanidis, and Pange (2022) conducted a comparative study of the ADDIE instructional design model specifically within the context of distance education. In a related vein, Aldosari, Eid, and Chen (2022) proposed a strategic approach based on instructional design models to elevate online learning in higher education, particularly during the lockdown period of the COVID-19 pandemic.

Anapey and Aheto (2022) analysed the challenges and implications of technology pedagogical integration by distance education tutors in Ghana during the COVID-19 crisis. Their findings provide valuable insights into the immediate need for robust instructional designs that can adapt to unprecedented challenges (Anapey & Aheto, 2022). Yajima, Takeichi, Sato, Ichimura, and Kishimoto (2022) underscored the importance of instructional designs that promote active learning. Their research on the implementation and evaluation of such designs presents practical insights into fostering student participation and engagement (Yajima et al., 2022). The works of Imane (2021) and Ren (2022) offer diverse perspectives. Ren (2022) explored instructional design practices in a cross-cultural context, emphasising the nuances of distance teaching and learning across different cultures. Imane (2021) emphasised the pivotal role of involving students in the instructional design process, highlighting how it could improve their overall satisfaction, especially during challenging times such as the COVID-19 era.

Capone and Lepore (2022) conducted a fuzzy cognitive analysis of distance learning during the COVID-19 pandemic, focusing on engagement, motivation, and participation. The study underscores the importance of creating an engaging learning environment and designing instruction that resonates with students’ needs and interests. Cao and Yu (2023) analysed the impact of augmented reality on student attitudes, motivation, and learning achievements through a meta-analysis. The study shows that augmented reality can enhance student motivation by providing immersive and interactive learning experiences, making it a valuable tool in the context of pedagogical design for distance learning. Brachtl, Ipser, Keser Aschenberger, Pakoy, and Radinger (2023) investigated the physical home-learning environments of traditional and non-traditional students during the COVID-19 pandemic. The study underscores the importance of considering physical learning environments and their influence on student motivation, even in distance learning settings. Lin, Zaman, Jamil, and Khan (2023) examined students’ engagement in distance learning, focusing on the influence of critical factors for success in academic performance. The study highlights the need for pedagogical design approaches that foster student motivation and engagement, particularly in distance learning contexts where physical presence and interaction are limited. Suharno, Suherdi, and Gunawan (2023) investigated the effects of teaching presence on students’ motivation and performance in a long-term online gamified EFL listening course. The findings emphasise the importance of teaching presence in fostering student motivation, underscoring the need for pedagogical design approaches that prioritise teacher–student interaction in distance learning settings.

For example, Filgona, Sakiyo, Gwany, and Okoronka (2020) and Hattie, Hodis, and Kang (2020) found that the level of motivation of students is influenced by the peculiarities of the educational tasks they perform. This conclusion reveals one of the factors on which the applicants’ interest in education depends. It should be taken into account when studying the relationship between the quality of educational materials and the interest of students (Niyazova, Berkimbaev, Pralieva, Berdi, & Bimaganbetova, 2013). In turn, Blau, Shamir-Inbal, and Avdiel (2020) focused their attention on pedagogical design. The researchers revealed the structure and goals of the classical model, namely ADDIE (analysis, design, development, implementation, evaluation). The results obtained can be used when comparing this system with other forms of pedagogical design. Shmigirilova, Darbaeva, and Rybalko (2022) and also Surova and Sarsembayeva (2022) revealed pedagogical design in the study in the context of an effective tool for the implementation of the educational process, taking into account the conditions of digitalisation. They found that digital technologies, provided they are used correctly, can serve as tools that will allow the teacher to perform all tasks and positively influence the motivation, inspiration, and support of students. This conclusion can be used to express the practical value of pedagogical design. In summary, the current literature emphasises the dynamism and adaptability of pedagogical designs, especially in the realm of distance learning. As technology and global circumstances evolve, so too must our approaches to education and instructional design.

Based on the above, the purpose of the study was established, which was to describe the possibilities of pedagogical design in the context of developing students’ motivation for educational and vocational training in a distance form. The following tasks were defined in the study, namely: to reveal the concept of pedagogical design; to determine its significance during distance learning; to determine the features of students’ motivation during distant education; to describe the structure and foundations of pedagogical design; to give examples of models of pedagogical design; to reveal the influence of pedagogical design on students’ interest in learning. The novelty of this study lies in its comprehensive exploration of the impact of various pedagogical design models on student motivation in distance learning, offering valuable insights into the potential of pedagogical design as a tool to foster student engagement and interest in remote educational settings.

2 Materials and Methods

The analysis method was applied when dividing a single object of research into several components. In particular, such components as pedagogical design, distance education, digitalisation of the educational environment, and motivation of education applicants were separated. Based on this, each of them was analysed, and the essence and basic properties were revealed. This allowed describing the specific features and peculiarities of each of the isolated components. The synthesis method was used in the cooperation of the above elements, as well as the disclosure of the relationship and dependence between them. The use of this method was necessary to combine the separated elements to describe a single purpose and object of the study. Synthesis was used in the overall research question of this article, considering the characteristics of its components.

The comparison method in the study was used when comparing different components and concepts with each other. Based on it, distance and full-time education were compared, their distinctive features affecting the motivation of students were revealed. In addition, the study included a comparative analysis of five models of pedagogical design, namely ADDIE, ARCS, the Kemp design model, the Dick and Carey model, and the Merrill’s principles of instruction used at Abai Kazakh National Pedagogical University and Kazakh National Women’s Teacher Training University to increase the motivation of education applicants. The use of the comparison method was necessary to describe the basics of pedagogical design and compare them with classical approaches to the organisation of educational activities. On this basis, the general principles of the development of students’ motivation in the course of full-time and distance learning activities were determined.

For the empirical data collection, a mixed-method approach was adopted, utilising both qualitative and quantitative data sources. The sample for this study consisted of 150 students and 30 teachers from Abai Kazakh National Pedagogical University and Kazakh National Women’s Teacher Training University, who were involved in courses using the five pedagogical design models (ADDIE, ARCS, Kemp design model, Dick and Carey model, Merrill’s principles of instruction). The students and teachers were chosen based on their participation in the implementation of these models in the respective universities. Data were collected through surveys, focus group discussions, and interviews. Surveys consisted of closed-ended questions that were used to gather quantitative data, whereas focus group discussions and interviews were used to collect qualitative data. The questions covered areas such as the effectiveness of the models, the motivation levels before and after the implementation of these models, the perceived benefits and challenges, and the overall satisfaction with the course design and delivery.

3 Results

Distance learning has been developing in the educational environment for a long time, in particular, since the beginning of the twenty-first century and the spread of information and communication technologies in society. This approach gained particular popularity during the spread of COVID-19 and the introduction of mass disease prevention measures, as a result of which the educational process was based exclusively on remote instruments (Konecki, 2020). Even after the lifting of quarantine restrictions, distance learning occupies a leading place in educational institutions of various forms. This indicates that future teachers should prepare for both full-time and distance work. Distance learning has significant differences from traditional. To a greater extent, they are conditioned by the lack of live contact between their subjects, the reform of the role of the teacher, and the use of special distance learning tools. Thus, distance education involves the organisation of the educational process based on information and communication technologies. In this case, the teacher is faced with the task of not only providing educational information, but also technologically ensuring the activity of the learning environment. One of the most common approaches to the organisation of educational activities is the use of pedagogical design. First of all, its essence and concept should be highlighted. Pedagogical design is a scientific discipline, the purpose of which is the formation of high-quality and effective teaching tools necessary for the implementation of professional pedagogical practice.

Based on the above, the category of pedagogical design can be presented in two contexts. The first is revealed as a systematic process of analysing the tasks of education and the level of knowledge of students, modelling the learning environment, and forming effective pedagogical solutions aimed at improving learning. This approach implies the implementation of a reflexive process that provides for the implementation of the principles of education during the development and systematisation of educational materials, types of employment, and information resources. In the second context, it is advisable to reveal a pedagogical design as a sphere of knowledge about various vectors of educational programmes, namely psychology, the basics of late behaviourism, taxonomy, cybernetics, and others (Mystakidis, 2021; Stevanović, Božić, & Radović, 2021).

To establish the essence of pedagogical design, it is worth analysing its principles. One of them is rational goal-setting, which involves the development of a specific idea about the content of the educational process and its goals and objectives. This principle is aimed at determining the amount of knowledge that students should receive during distance learning. The following is the principle of science, which consists in attracting special techniques and tools to educational activities. They relate to the organisation and transfer of high-quality educational material, the content of which will be theoretically sound and proven in practice. The principle of clarity of pedagogical design is expressed in the course of training, namely, the use of a wide range of sources and channels for the perception of information. Separately, the principle of accessibility should be noted. This is conditioned by the fact that students should be provided with access to scientific information and knowledge during their educational activities.

At the same time, the degree of complexity of the latter should correspond to the level of development and training of a specific category of students. The pedagogical design also involves the individualisation and differentiation of the educational process, including distance learning. This is conditioned by the need to take into account the psychological traits and characteristics of applicants for education. Based on these indicators, the teacher should adjust educational programmes, for example, distributing students into groups according to certain educational criteria. It is necessary to pay attention to the fact that pedagogical design is implemented based on openness and non-linearity of the learning process. This approach makes it possible to create appropriate conditions for the systematisation of the student’s experience and its preservation. It is possible to realise this based on establishing a connection between the acquired knowledge and the surrounding reality. Pedagogical design assumes a modular organisation of educational programmes, the implementation of which is possible in the form of a free and informal dialogue between subjects of the educational activity (Elshareif & Mohamed, 2021; Mahande & Akram, 2021).

In addition, it is necessary to note the complex influence of pedagogical design on all representative systems. The quality and effectiveness of teaching is determined by the appeal of students and teachers to different styles of thinking. This allows considering the specific features of cultural heritage during the organisation of the educational process by influencing all representative systems or sensory modalities. As a result of the appearance of different sensations, the student forms their own scientific and professional experience, including during distance education. Describing the basics based on which the implementation of pedagogical design takes place, it is impossible not to note the aestheticisation of the educational process. The latter allows updating it, attracting upgraded tools, and improving the quality of teaching and learning material. Based on the above, the quality of the educational process as a whole depends on the development of pedagogical design.

Special attention should be paid to the features of distance learning to highlight the role of pedagogical design in it. Remote education has significant differences from conventional education, especially in the context of student motivation. This is due to the lack of live emotional contact between the subjects of educational activity; the transformation of the real world into a virtual one; the increased level of complexity of the educational material. As a result, a modern teacher faces the task of selecting and using non-traditional innovative approaches to the presentation of educational material. It is advisable to consider the models of pedagogical design used at Abai Kazakh National Pedagogical University and Kazakh National Women’s Teacher Training University. First of all, attention should be paid to the ARCS system (Emphasis, Relevance, Confidence, Satisfaction). The content and essence of this model consist of the sequence of actions of the teacher during distance learning. The teacher needs to attract the student’s attention, substantiate the priority of the learning process, and, most importantly, develop their motivation and self-confidence. As a result, the teacher should help the student to get the desired results set at the beginning of the educational activity. For a more detailed description of this model of increasing students’ motivation, each of its listed stages should be disclosed.

First of all, the attention of education applicants is focused on educational goals. Moreover, this stage is implemented not only at the beginning of the educational process, but also throughout the entire educational activity. An effective approach is the active participation of students in learning, which is possible through the use of game methods, role-playing discussions, psychological classes, and training. Teachers also use humour, because short sayings of humorous nature help to capture the attention of the audience. At Abai Kazakh National Pedagogical University, teachers pay special attention to a variety of teaching tools, for example, using data from the media or alternative presentations. As a result, such an informal presentation of educational material implies an increase in the motivation of applicants during distance learning.

The next component of the ARCS system is the successful design of a training course that students should like and motivate them to work. To do this, teachers use language, different analogies or stories that can cause associations among applicants. There are certain relevant strategies, based on which the Kazakh National Women’s Teacher Training University interacts with subjects of educational activity. First of all, the approach of previous experience is used. This allows students to create a link between the learning information they have received and the data they already know. Another relevant strategy is the internalisation of values. In this case, students increase their motivation, because they can establish a relationship between academic disciplines and new useful skills necessary for future professional activity. It is important that the strategies described above do not need live contact between the subjects of educational activity and therefore are successfully used during distance learning. Thus, relevance implies the development of students’ understanding of the usefulness of the knowledge and skills they acquire.

Teachers at Abai Kazakh National Pedagogical University pay special attention to students’ confidence and their inspiration to achieve success. This is because the motivation of applicants depends on self-belief. Therefore, increasing the degree of confidence of students is a mandatory element of motivation. To do this, teachers promote and support the self-development of applicants, for example, encouraging them to demonstrate personal results and success in learning. Moreover, during the training, teachers together with students determine the goals and conditions of their activities, which helps the latter to determine the expected results. Teachers pay special attention to the star connection, since the motivation of applicants depends on it. This is because their confidence in their results depends on the feedback about students’ academic achievements. The educational process is additionally provided with a certain level of control by the university and teachers. This approach is necessary to substantiate the responsibility of purchasers for their success in training.

The last element of the ARCS system under study is satisfaction. Since it is the final one, the main functions and goals of this strategy are assigned to it. Thus, teachers during the educational process direct their efforts to ensure that students are satisfied with themselves after its completion. That is why the implementation of this component involves constant interaction of subjects of the educational process, including distance learning, to increase their motivation. As a result, the student begins to feel more comfortable and confident in the course of educational activities, which in turn affects their motivation to acquire new knowledge. Teachers use different approaches during the formation of pedagogical design and its element such as satisfaction. For example, they can simulate the immediate application of acquired skills by students. This helps encourage applicants to practice their skills in the conditions of their future professional activity. As a result, students realise that the acquired skills allow them to perform professional tasks and are useful in the future. Thus, the formation of inner satisfaction among students determines the provision of their desire for further development and training.

The Kemp design model has been utilised in the creation of online courses at both Abai Kazakh National Pedagogical University and Kazakh National Women’s Teacher Training University. It is a holistic and flexible instructional design model that places the needs of learners at the forefront of the design process. It acknowledges that every learning scenario is unique and requires a tailored approach to be effective. By taking into account factors such as student characteristics, course content, and learning objectives, instructors were able to develop engaging online courses. This model emphasised continuous assessment, which allowed for real-time feedback and adaptation of the course design to better fit the learners’ needs. By adopting this model, the universities have reported increased levels of student engagement and satisfaction (Padugupati, Joshi, Chacko, & Jamadar, 2021).

The Dick and Carey model has been implemented in the development of a new curriculum for teacher training programs at both universities. This model is known for its systematic approach to instructional design. It breaks down the process into a series of interconnected steps that are dependent on each other. By conducting a comprehensive analysis of instructional goals and prospective teacher needs, the universities were able to develop a curriculum that aligns well with the specific context and requirements of the training programs. This model was particularly useful in ensuring that all instructional goals were met and that the curriculum was designed to suit the target audience. As a result, the universities were able to offer teacher training programs that are tailored to the needs of their students and are more effective in preparing future educators (Toker, 2022).

The Merrill’s principles of instruction have been incorporated into the design of problem-based learning courses at both universities. This model is centred around a problem-solving approach to instruction. It emphasises the activation of prior knowledge, the demonstration of skills, and the application of knowledge in real-world contexts. By incorporating real-world tasks into the curriculum, students are motivated to actively participate in the learning process. They can see the direct relevance of their coursework to their professional goals and are encouraged to connect their newly acquired knowledge with their career aspirations. The implementation of these principles has enhanced the learning experience of students, providing them with the opportunity to apply their knowledge in a meaningful way and making the learning process more engaging and motivating (Badali, Hatami, Farrokhnia, & Noroozi, 2022).

To comprehend the effectiveness and applicability of various instructional design models in distance learning, the researchers implemented the ARCS, ADDIE, Kemp design model, Dick and Carey model, and Merrill’s principles of instruction in the courses at Abai Kazakh National Pedagogical University and Kazakh National Women’s Teacher Training University. Table 1 elucidates how each model was specifically employed in the course design and the subsequent outcomes.

Post-implementation, it was clear that each model brought distinct advantages to the table. For instance, the ARCS model significantly elevated student engagement, particularly during the beginning of lessons, which traditionally experienced lower engagement levels. The Kemp design model, with its flexibility and adaptability, showed that real-time feedback could lead to immediate course corrections, enhancing the overall learning experience. Merrill’s principles highlighted the importance of real-world applicability, with students showcasing a better understanding of the theoretical concepts when provided with tangible real-world problems to solve. This experiment, thus, not only sheds light on the individual strengths of each model but also underscores the significance of a blended approach. Depending on the course content, student demographic, and course objectives, a combination of these models might offer an even more potent instructional design strategy for distance learning.

Figure 1 provides an overview of the average increase in student motivation levels after the implementation of each pedagogical design model.

Figure 1

Average increase in student motivation levels after implementation of pedagogical design models.

Based on the gathered data, the following findings were ascertained:

1. Effectiveness of Pedagogical Design Models: Compared to students not exposed to courses based on pedagogical design models, students who participated in such courses displayed a 32% increased motivation for learning in distance courses.

2. Impact on Autonomy: The application of pedagogical design models promoted the development of independent learning skills among students. A total of 76% of students noted their desire for self-research and learning increased after utilising these models.

3. Teachers’ Satisfaction: 85% of teachers highlighted that employing pedagogical design simplified the teaching process and assisted in creating more structured and focused courses.

4. Students’ Specific Reactions: Students using the ARCS model typically felt a heightened enthusiasm and interest in the material compared to other models.

5. Barriers and Challenges: While pedagogical design elevated the level of motivation, some students identified technical issues and the absence of necessary resources as the primary barriers to effective learning.

6. Additional Impact on Interaction: The majority of students (82%) stated they became more proactive in communicating and interacting with other students and instructors after the introduction of pedagogical design models.

These findings demonstrate the significance and effectiveness of pedagogical design in the context of distance learning. They affirm that well-structured learning can notably boost student motivation and simplify the learning process for instructors.

The results show that all five pedagogical design models led to an increase in student motivation levels, with the ARCS model resulting in the highest average increase at 40%. However, the differences in the average increase among the models were not substantial, suggesting that each model has its strengths and can be effective in different contexts. Qualitative data revealed that students and teachers found the courses designed with these models more engaging and interactive. The teachers mentioned that the models helped them in planning and delivering the content more effectively. Students expressed that they felt more connected to the content and could relate it to real-world scenarios. Despite the positive outcomes, some challenges were also reported by both teachers and students. Some teachers found it time-consuming to adapt to new models, and a few students faced difficulties in adjusting to the interactive learning environment initially. Overall, the study shows that the implementation of these pedagogical design models has a positive effect on student motivation levels, which suggests that they can be beneficial for enhancing the quality of distance learning.

4 Discussion

The pedagogical design has become the object of a number of studies. Accordingly, there are different opinions regarding its structure and properties, which allows for considering them from different sides. For example, Esra and Sevilen (2021) and also Chiu, Lin, and Lonka (2021) investigated the features of motivation development in students during distance learning. They proved that the motivation of a student is influenced not only by pedagogical principles but also by psychological ones. According to researchers, motivation in the course of educational activity is a defining part of the organisation of the educational environment as a whole. It plays an important role both in the external and in the internal educational activities of the student. Despite this, motivation is precisely an internal sign of a person as a subject of the educational process (Sarsekeyeva, Gorbunova, Zhekibayeva, & Sarsekeyeva, 2019a). The researchers found that the educational activities at the university presuppose the influence of a large number of factors on them, for example, teachers, cognitive activity, and teamwork. All these components form the motives of the student’s learning and must be positive in order for him to be interested in gaining knowledge. That is why researchers claim that the motivation of applicants is one of the fundamental foundations of the entire educational process. In their study, they recommend increasing the motivation of students in such ways as emotional impact, independent activity; imitation of professional activity; individualisation of learning. Comparing the described results and the conclusions obtained during this study, it is necessary to establish that they have many common features. In particular, the essence and role of students’ motivation during distance learning are investigated. In addition, common approaches to increasing the interest of applicants in training have been identified.

In turn, Sadvakasova and Rakhmetov (2022) and also Baubekova, Bulatbaeva, and Aubakirova (2020) focused on the features of distance learning. Researchers are supporters of this form of the educational process, because they consider it the most relevant and effective today. They noted that there are a number of significant differences between conventional, full-time, and distance learning. In their opinion, this has a significant impact on the motivation of education applicants and makes it necessary for teachers to select the right tool for developing students’ interests. Even though researchers prefer the distance form, they note its difficulties, which should be considered when organising the educational environment. First of all, they noted the lack of lively emotional interaction between teachers and students. The researchers also noted the technical features of the organisation of educational activities that require the use of digital mechanisms, such as a computer and the Internet. In their opinion, this affects the depersonalisation of subjects of educational activity, since there is a change in the scope of their functions and roles. All these factors are reflected in the methods of increasing the motivation of applicants for education to study. Thus, the researchers developed new ways and vectors of organising the educational process, taking into account these features. In this case, they consider it appropriate to use the means of pedagogical design. The disclosed position is intertwined with the results obtained during the study. It looks like bringing the excellent features of distance learning from full-time, as well as the use of a pedagogical design system in the development of motivation among education applicants.

Special attention was paid to pedagogical design by Elias (2011) and Sasson, Yehuda, Miedijensky, and Malkinson (2022). They established that this mechanism embodies a systematic approach to the formation and implementation of educational activities. The content, methodology, and organisation of pedagogical design meet the goals and objectives of education. In their opinion, this mechanism covers the process of dissemination of educational information, a combination of its theoretical and practical components. As a result, an educational trajectory is being developed and implemented, which provides for the involvement of several types of educational tools, methods for increasing students’ motivation, and ways of interaction between subjects of the educational environment (Berkimbaev, Sarybayeva, Ormanova, Usembaeva, & Ramankulov, 2013; Baidalinova, Gabdulhaeva, Zhakupov, Darzhuman, & Kabieva, 2014). Researchers distinguish two main systems of pedagogical design, namely, a thorough study of information according to the objectives of education and the improvement of curricula in accordance with the available results of students. They claim that the structure of pedagogical design includes different processes, for example, the identification and analysis of learning problems. As a result, teachers have the opportunity to create, distribute, and evaluate educational materials. All these processes are aimed at modernising and improving the quality of the educational process. The researchers found that the development and implementation of educational programmes based on pedagogical design involves solving a number of problems. Among them, the adaptation of methods and tools of face-to-face learning to distance learning; the development of a navigation structure for the effective and prompt transition of students from one academic topic to another; a significant increase in interactivity (Dzhusubaliyeva, Mynbayeva, & Assilbek, 2021; Rudenko, Sapenko, Bazaluk, & Tytarenko, 2018). All this has an impact on the dynamics, volume, and other features of the implementation of educational activities remotely at the university. Based on the described conclusions, it should be established that they correspond to the results of this study. In particular, it is common to describe the essence of pedagogical design, its structure and features of implementation by teachers at the university.

Al Mamun, Lawrie, and Wright (2020) also studied pedagogical design in a distance learning environment. The researchers claimed that it covers three stages of the training course, namely technological, substantive, and organisational. In particular, a pedagogical designer developing a course or programme should determine the scope of the functionality of distance learning in general. This technological aspect is important because it affects the efficiency, ergonomics, and comfort of the activities of the subjects of the educational process (Komilova, Kuldasheva, Egamberdieva, Safarova, & Altibaeva, 2023). The teacher should determine which functionality should be implemented to perform learning tasks. Thus, technological features should be understood as the first limitations, which must be considered by the teacher. At this stage, the pedagogical designer formulates and establishes the key details of the training programme, for example, its format, features of the automation of the educational process, and goals. As a result, the teacher receives the necessary information about students both during their studies and at the end of the course. The content component to a certain extent has a connection with the technological one. This is explained by the fact that the pedagogical designer develops a didactic mechanism of the programme, the structure of which includes different types of work with materials, both passive and active. During this stage, the teacher selects the content. The latter can be in the form of text, diagrams, photos, videos, presentations, 3D models, and animations (Bakhtibaeva, Grinshkun, Berkimbaev, & Turmambekov, 2016). In addition, the teacher needs to classify the information into basic, additional, and auxiliary. This is necessary for the gradual implementation of the curriculum and the effective acquisition of new knowledge by students. The researchers note that at this stage it is necessary to take into account the specific features of students’ perception. They can be the possibilities of short-term memory, concentration of attention on the screen, and the level of memorisation of the material. Special attention is paid to the organisational component. In their opinion, the teacher should independently analyse possible difficulties that may arise when students interact with the curriculum (Gabdulhaeva, Zhakupov, Darzhuman, Kabieva, & Baidalinova, 2014). This requires the development of scenarios for the work of subjects of educational activity. Thus, the organisational aspect is responsible for the implementation of the content of the training course. The above results allow more broadly defining the stages of the implementation of pedagogical design. They have common features with the conclusions of this study, since they reveal the role and significance of such an approach. In addition, it looks like a description of the system of pedagogical design and the features of its implementation.

Based on the above, it should be established that pedagogical design in the modern educational environment allows qualitatively combining the basics of distance and full-time education. This improves the process of students’ perception of the material and increases the level of motivation. Considering the features of distance education, it is proved that the creation of a multimedia environment based on pedagogical design is a necessary step in the development of educational activities. This position is common among all the researchers whose studies were discussed above.

5 Conclusions

The modern educational landscape is undergoing a transformation driven by the influx of information and the integration of digital tools for remote interaction. In this context, pedagogical design emerges as a crucial tool for integrating various stakeholders in the educational process through interactive forms and modern technologies. Our study revealed the importance of pedagogical design in enhancing student motivation and engagement during distance learning. We explored pedagogical design models such as Kemp’s instructional model, the Dick and Carey model, and Merrill’s first principles of instruction, which have been utilised at various institutions. Through comparative analysis, we found that these models provide interconnected approaches for increasing student motivation during distance learning. They facilitate a logical balance between theoretical and practical components of education, thereby sparking students’ interest and motivation to apply their knowledge in their future professional pursuits. However, implementing these models in distance learning environments presents challenges, including catering to diverse learning styles, technological constraints, and maintaining student motivation in virtual settings. Future research should focus on strategies to enhance motivation among first-year students as they adapt to the activities of higher education institutions.