An Exploration of the Impact of Technology-Enhanced Language Education on Student Motivation from the Perspective of Multimodal Learning and Neuroscience

Abstract

In the context of digital education transformation, language education driven by technology has become a new path to break through the limitations of traditional education. Learning motivation is the main driving force for language acquisition, and exploring the logic behind the impact of technology on learning motivation still lacks in-depth analysis. This article combines multimodal learning theory with neuroscience, uses literature review and theoretical integration to analyze the impact logic of multimodal technology on language learning motivation, and finds that multimodal technology can activate multiple sensory pathways such as visual, auditory, and kinesthetic senses, which can reduce the cognitive burden of language learning. Neuroscience shows that the activation of mirror neurons, the improvement of brain plasticity, and the regulation of emotional centers provide a physiological basis for stimulating learning motivation. VR/AR immersive environments and intelligent voice feedback technologies can meet students' autonomy needs, enhance their sense of ability, and form social connections, which is completely consistent with the three key elements of motivating learning in autonomous learning theory. However, cognitive overload and emotional disorders related to technological applications can also inhibit learning motivation. This study clarifies the positive pathways through which multimodal technology and neural mechanisms synergistically drive driving forces, providing theoretical support for language educators to optimize technology application strategies and improve teaching effectiveness. It also establishes a "technology-neural-driving force" analytical framework for subsequent empirical research.