The affective domain has been demonstrated to have a significant influence on student learning. This study examines the learning motivation of students within a higher education context. It introduces the definition of motivation and discusses the significance of motivation in learning. The existing research on motivation for learning is also discussed in light of Vroom's theory. The theory highlighting expectancy, instrumentality and valence is discussed in detail. Human motivation to learn outlines the underlying concepts of expectancy, affective and values are discussed. In doing so, this study explains that motivation for learning is influenced by students' low self-efficacy and control-belief that leads to them second guessing their true ability. Students too have lower affective response in learning motivation as they found taking tests is a daunting process. However, learning motivation is heightened when an extrinsic reward is targeted, and equally hard work is put on for the task that was assigned. The study adopted the quantitative approach where the survey is used as the research instrument. A questionnaire consisting of eight sections on demographic profile, motivation scale; values, expectancy and affective component were posed. The study found that students are highly motivated by extrinsic reward compared to intrinsic reward in their learning. Good grades are still the main attraction in the motivation to learn. However, students are found to be daunted by the thought and experience of going through learning sessions and sitting for assessments. This implies the need to embed more affective components into the curricula.

In the Digital Era, being part of the digital society is no longer an option particularly for those living in the urban areas. Caught by the e-wave and the onslaught of sophisticated information and communication technologies (ICT), most urbanites are e-savvy unlike those living in rural locations, particularly the indigenous groups. Is there a need for simple, rural folks to embrace digital literacy and be e-inclusive? Hence, the objective of the study is to assess the level of literacy and computer literacy amongst the indigenous people or natives living in a rural area of Perak, Malaysia. Cross-sectional research design with purposive sampling was employed and the instrument used was a survey form. The findings revealed that 30.8% of the respondents were illiterate and only 5.2% who were computer literate thus, substantiating the myth of digital inclusion among the minorities. With the government's transformation plan to have connected citizens through broadband access, the dilemma was the motivation for this research and inherently, substantiated. Although native minorities in Perak, Malaysia formed the sample size for this study, the implications provide justification for policy analysis on socio-technological inclusion among other disadvantaged groups as culture remains strongly ingrained in their every day existence. However, with time, the new generation may revolutionize the outlook of the indigenous group towards modernity and ICT. A change champion together with a positive, political environment would retard the myth and rhetoricism in promoting e-access for social inclusion and citizen development.

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