摘要：One-to-one learning refers to an instructional environment where all students have
their own personal computer and relevant software available 24 hours a day, seven
days a week. This qualitative phenomenological study was conducted with 11 Year
Six classroom teachers who were conducting one-to-one learning programs.
Through this study’s analysis made using the lens of self-determination theory, it
was found that teachers could use the affordances of one-to-one learning classroom
environments to support students’ autonomy, competence and relatedness needs,
enhancing student motivation. These findings may be applicable in other similar
contexts. The findings of this study provide a unique contribution to knowledge
around one-to-one learning and student motivation through the lens of selfdetermination
theory. This study will enable educators to recognise the affordances
of one-to-one learning environments in optimising student motivation.
