Canva-Enhanced Directed Reading-Thinking Activity for Strengthening Elementary Students’ Learning Motivation: Evidence from a Digital Reading-Based Learning Intervention

Abstract

Background: Elementary reading instruction requires students not only to comprehend texts but also to sustain attention, interest, persistence, and active participation during learning. The integration of Directed Reading-Thinking Activity (DRTA) with Canva offers a visually supported reading environment that may strengthen these motivational dimensions.

Aim: This study examined the relationship between Canva-enhanced DRTA and the learning motivation of Grade V elementary school students.

Method: A quantitative ex post facto correlational design was used with 154 students from Classes VA, VB, and VC at UPT SPF SD Inpres Perumnas Antang III, Makassar, Indonesia. Data were collected through a learning motivation questionnaire, classroom observation, and documentation. The DRTA sequence included prediction, guided reading, questioning, evidence verification, and reflection supported by Canva-designed visual materials. Data analysis employed descriptive procedures and Pearson Product-Moment correlation at a significance level of .05.

Results: The study reported a positive and statistically significant relationship between Canva-enhanced DRTA and students’ learning motivation. Classroom observations also indicated more focused attention, directed prediction, active reading, sustained engagement, participation, and learning effort during the learning process. However, the retained manuscript does not provide the numerical correlation coefficient, exact p value, or confidence interval.

Conclusion: Canva-enhanced DRTA is positively associated with elementary students’ learning motivation when visual support is embedded within a structured reading-thinking process rather than used only as decorative media.