Analyzing Factors Influencing Learning Motivation in Online Virtual Museums Using the S-O-R Model: A Case Study of the National Museum of Natural History

Advances in information technology have enabled virtual museums to transcend traditional physical boundaries and become important tools in education. Despite their growing use, the factors influencing the effectiveness of virtual museums in enhancing students’ learning motivation remain underexplored. This study investigates key factors that promote learning motivation among secondary school students using the National Museum of Nature’s Online Virtual Exhibition as a case study. Grounded in the Stimulus–Organism–Response (S-O-R) theoretical framework, a conceptual model was developed and empirically tested using Structural Equation Modeling (SEM) to examine relationships among stimulus variables, psychological states, and learning motivation. Results reveal that affective involvement, cognitive engagement, and perceived presence significantly enhance learning motivation, while immersion shows no significant effect. Among the stimulus factors, perceived enjoyment strongly promotes affective involvement, perceived interactivity enhances cognitive engagement, and content quality primarily supports cognitive processing. Visual aesthetics contribute notably to immersion, affective involvement, and perceived presence. These findings elucidate the multidimensional mechanisms through which user experience in virtual museums influences learning motivation. The study provides theoretical and practical implications for designing effective and engaging virtual museum educational environments, thereby supporting sustainable digital learning practices.