<![CDATA[Background: Digital learning is now embedded in elementary education, yet motivational benefits vary considerably across technologies, tasks, and implementation conditions. Aims: This systematic integrative review examines how digital learning relates to elementary school students’ motivation, identifies the mechanisms most consistently associated with positive responses, and clarifies the conditions that limit those benefits. Methods: A structured search of Scopus-indexed journal literature published from 2016 to 2025 produced an analytical corpus of 20 evidence sources. Five additional methodological and theoretical articles supported review design and interpretation. Evidence was extracted by technology, design, learner group, motivational construct, implementation condition, and inferential limitation, then synthesized thematically without pooling heterogeneous effect sizes. Results: Four recurring mechanisms were identified: gameful challenge and feedback; learner control and adaptive support; cognitively coherent multimedia representation; and teacher-mediated social participation. Positive motivational responses were most credible when technology supported autonomy, competence, and relatedness, while novelty, competition, cognitive overload, unequal access, weak teacher orchestration, and indirect measurement constrained interpretation. Conclusion: Digital learning should be treated as a design-dependent pedagogical environment rather than an intrinsically motivating intervention. The evidence supports purposeful, inclusive, and teacher-mediated use, but does not justify universal causal claims across elementary contexts.]]>
