Pre-service biology teachers’ motivational responses to the sustainable digital vegetation mapping program design: A pre-implementation study

Abstract

Plant awareness disparity (PAD) poses a challenge to botany education. However, students’ evaluations of instructional designs before implementation remain underexplored. This study aimed to describe pre-service biology teachers’ motivational responses to the Sustainable Digital Vegetation Mapping Program (SDVMP) and integrate these responses with their qualitative perceptions. A convergent mixed-methods design was employed involving 122 Biology Education students at Universitas Sriwijaya who had completed a Vascular Plant Botany course. Before completing the instruments, participants reviewed an infographic presenting the proposed SDVMP design. Quantitative data were collected using an adapted 34-item Instructional Materials Motivation Survey (IMMS) based on the four ARCS dimensions. Qualitative data were obtained through one open-ended question, and 109 responses were analysed thematically. The overall IMMS mean was 3.28 (SD = 0.36; α = 0.96). Satisfaction (M = 3.34) and Relevance (M = 3.34) had nearly identical mean scores, followed by Attention (M = 3.26) and Confidence (M = 3.19). Eight themes emerged, with Appeal and Innovation (77.06%), Relevance and Usefulness (42.20%), and Program Clarity and Organization (33.94%) being the most prominent. Sustainability and Green Campus appeared in 20.18% of responses. Overall, students perceived the SDVMP design positively in motivational terms. However, these responses reflect preliminary evaluations of the infographic rather than evidence of program effectiveness or a reduction in PAD. The findings can inform formative refinement of the program design and provide a basis for evaluating its effectiveness after implementation.