<![CDATA[Amid the expanding adoption of educational technology, empirical research on the relationship between the use of digital interactive boards and primary school students’ learning motivation remains limited. This study aims to analyze the relationship between the use of digital interactive boards as instructional media and primary school students’ learning motivation. The study employed a quantitative approach with a correlational design involving 30 primary school students selected through purposive sampling. Data were collected using a closed-ended Likert-scale questionnaire and analyzed with IBM SPSS through validity, reliability, and normality tests, as well as Pearson’s product–moment correlation test. The results showed a positive, strong, and statistically significant relationship between the use of digital interactive boards and students’ learning motivation. Higher levels of digital interactive board use were associated with higher learning motivation in the sample studied. These findings provide empirical evidence of the relationship between interactive instructional media and learning motivation and enrich the literature on technology use in basic education. In practical terms, the findings can inform teachers’ design of learning activities that optimize visual elements and interactivity. Future research should involve a broader sample to expand understanding of this relationship.]]>
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