<![CDATA[The rapid shift toward webinar-based education has transformed how practice-based art learning is delivered, raising questions about which factors most effectively sustain learner motivation in online environments. This study aims to examine the influence of teaching materials and learning facilities on participants’ motivation to further explore doodle art following an online webinar. A quantitative survey-based approach was employed, involving 58 participants who attended a synchronous doodle art webinar featuring live drawing demonstrations and simultaneous practice. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that the quality of teaching materials has a significant positive influence on participants’ motivation (t = 2.527, p = 0.006), while learning facilities do not show a statistically significant effect. These findings suggest that, in practice-based online illustration learning, pedagogical factors such as clarity of explanation, visual demonstrations, and structured content play a more decisive role in motivating learners than technical facilities, provided that basic technological requirements are met. The study contributes to online art and design education by providing empirical evidence that prioritizing instructional quality is critical for sustaining learner motivation in creative webinar-based learning contexts. Practically, the findings offer guidance for educators and institutions in designing more effective online illustration learning experiences that encourage continued creative engagement beyond formal instructional sessions.]]>
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