This research explores the effect on undergraduate students’ academic performance in assignments of integrated-level study through action-based learning driven by tool-employment. However, for completing assignment work and Toolist use. Using cross-sectional online survey data from 200 students in the Faculty of Communication and Media Studies at Universiti Teknologi MARA, Rembau, this study investigates how motivational factors and cognitive appraisals of e-learning tools predict student achievement. The measurement model was confirmed by a confirmatory factor analysis, and the findings of the multiple regression indicated that the learning motivation and perceived usefulness collectively predicted academic performance to account for 39% variance. Additionally, the mediation analysis results suggested that learning motivation plays a partial mediator role between perceived usefulness and academic achievement. These results highlight both motivational and cognitive contributions to improved educational technology outcomes. Implications for digital learning design and pedagogy are described, as well to future longitudinal research across other domains.
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