Cilj je ovog istraživanja saznati u kojoj mjeri animirani film utječe na motivaciju učenika u razrednoj nastavi. S obzirom na opremljenost učionica i spremnost učitelja da koriste animirani film u nastavi, jasno je naslutiti da će postojati obje krajnosti učitelji razredne nastave koji često koriste animirani film i vrlo su dobro upoznati s njim, do onih učitelja koji izbjegavaju prikazivanje animiranih filmova iz osobnih razloga ili za to nemaju mogućnosti, ovisno o opremljenosti škole i učionice. Uz školu od početka vežemo knjige, olovke i bilježnice, no s obzirom na razvoj tehnologije i stoljeće u kojemu se nalazimo, postupno uvođenje tehnologije u razrednu nastavu je neizbježno. Stoga je na učiteljima da iz same tehnologije, i mogućnostima koje ona pruža, izvuku ono najviše kako bi učenicima osigurali suvremenije, svrhovitije i uspješnije obrazovanje u razrednoj nastavi. Već spomenuto istraživanje provedeno je putem anonimne ankete među učiteljima razredne nastave (N= 66). Cilj tog istraživanja bio je saznati koliko često učitelji razredne nastave koriste animirani film u raznim predmetima kako bi motivirali učenike i primjećuju li razlike u učeničkoj motivaciji za rad. Uz to, učitelji su se izjasnili po kojim kriterijima biraju animirane filmove koje prikazuju te u kojim predmetima najčešće prikazuju iste. Rezultati ankete, kako je obrazloženo i u raspravi, ukazuju na to da, ukoliko se animirani film kao motivacija ispravno koristi od strane učitelja koji ima znanje o filmu koje je stekao putem dosadašnjeg obrazovanja ili samostalnim istraživanjem, mo že dovesti do povećane motivacije učenika za daljnji rad i učenje tijekom tog nastavnog sata

The goal of my research is to discover to what extent animated film influences elementary school aged children in a school setting. Considering how well equipped a classroom is and the willingness of a teacher to make use of animated film in the classroom there are two extremes. On one hand there are elementary school te achers who often use animated film and are very familiar with it. On the other hand there are teachers who avoid showing animated films either for personal reasons or they are unable to do so for lack of equipment in their schools or classrooms. We relate school to books, pencils and notebooks, however, with the development of technology and the generation we find ourselves in, integrating technology into the classroom setting is unavoidable. Therefore, it is up to the teachers to make use of what technolog y offers to ensure their students a modern, purposeful and successful education in the elementary school setting. The aforementioned poll was given to elementary school teachers and was conducted through an anonymous questionnaire (N=66). The goal of this research was to find out how often elementary school teachers use animated film in various subjects to further motivate their students, and to question whether the teachers notice a difference in their students motivation when animated films are used. Also, teachers explained by what criteria they choose the animated films and in what subjects they most often use them. The results of the poll, as explained in the briefing, show us that if animated film is correctly used as a motivational tool, by a teacher who is knowledgeable about the film due to research and independent research, it can lead to an increase in students motivation for further work and study in that class period.