This article aims to investigate the role of the ICAP model that is student engagement as well as its impact and contribution to learning motivation. The ICAP model, introduced by Michelene Chi in 2006, classifies different involvement levels and highlights the need for interaction and active participation to better learning motivation. The introduction of the ICAP model in the classroom leads to more interactive and realistic teaching methods, which become useful in developing the learning commitment and motivation of students. With a detailed review of the authors' work, this article investigates the association between the ICAP model and student engagement and motivation and provides some practical guidelines for teachers. The research concluded that a considerable positive linkage between augmented student engagement and heightened learning motivation existed. High-engagement learning activities are the stepping stone for teachers in their quest to develop the students' inner motivation and self-reliance, which are the tools for mastering difficult concepts and skills. An article also touches on the fact that teachers can influence students to be more participatory in the classroom by applying varied teaching methods, feedback methods, and real-life learning experiences. To conclude, the paper reveals that the current research and practice of ICAP model indeed has several limitations and it suggests future studies to include a wider range of students from different educational backgrounds and schools to study more on the psychological and emotional changes that students experience in learning.

Qizhe Zhao, Chen Ni, Yuqing Sun, Meirong Du. Investigation on the Role of Student Engagement in the ICAP Model: Implications for Enhancing Learning Motivation. Frontiers in Educational Research (2024) Vol. 7, Issue 11: 214-222. https://doi.org/10.25236/FER.2024.071133.

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