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This study aimed to investigate the current influence of incorporating Information technology integrated into instruction to students of 3rd-6th grades on the learning motivation and learning satisfaction, and to compare the differences, correlations and predictability between different variables with learning motivation and learning satisfaction of the students. The study conducted a questionnaire survey for data collection, using "Questionnaire for learning motivation and learning satisfaction of elementary school students of 3rd-6th grades affected by the incorporation of Information technology integrated into instruction in the teaching" as a research tool, and students of 3rd-6th grades of J Elementary School as the subject; a total of 629 valid samples were collected. The data collected was analyzed by statistical methods such as descriptive statistics, t-test, one way ANOVA analysis, correlation analysis and regression analysis. Through the said research procedures, the major conclusions are summarized as follows:
1. The incorporation of Information technology integrated into instruction showed positive influence on the learning motivation and learning satisfaction of students of 3rd-6th grades.
2. The parents who assist with homework, the use of computer at home and the subjects incorporated with Information technology integrated into instruction showed significant differences in the influence of the incorporation of Information technology integrated into instruction on the learning motivation and learning satisfaction of students of 3rd-6th grades.
3. Overall Information technology integrated into instruction incorporation showed highly positive correlation with the learning motivation and learning satisfaction.
4. The learning motivation for the Information technology integrated into instruction incorporated lessons showed predictability on the learning satisfaction.
5. The results of the study provided constructive suggestions for educational authorities and future researchers, and will serve as a reference for future discussion on related issues.
After summarizing the conclusions, the study proposed suggestions for educational and administrative authorities, schools, teachers, parents, elementary school students and future researchers, respectively, in order to provide references for policy development and academic studies.
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