This study examines the relationship between the learning motivation and conceptual change of 127 eighth graders, after they have learned the acid, base, and salt concept in a digital learning context, designed according to the dual-situated learning model (DSLM). Two instruments-the students' motivation towards science learning (SMTSL) questionnaire and the acid-base-salt concept diagnostic test (CDT)-were used in the study. The questionnaire and the test were given to students in pre-test, post-test, and delayed post-test. Based on their motivation questionnaire scores, 18 students were selected from various scoring ranges for semi-structural interviews. Results showed that, after experiencing DSLM digital learning, students' post-CDT and delay-CDT scores were significantly higher than pre-CDT scores (p < 0.001, p < 0.01). Furthermore, Pearson correlation analysis indicated that students' conceptual change (ΔCDT) was significantly correlated with motivational factors such as selfefficacy (SE), active learning strategy (ALS), science learning value (SLV), achievement goal (AG), and learning environment stimulation (LES) (p < 0.05). Interviews also supported students' motivational correlation to ΔCDT, particularly for SE, ALS, and AG.
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