This study investigated the effects of using a Geoboard on learners‟ motivation for learning geometry theorems. The study was a qualitative research project, which included twenty (n = 20) participants from two secondary schools in King Cetshwayo District in KwaZulu-Natal Province (selected by means of convenience sampling). Eight (n = 8) of the top learners, four (n = 4) of the middle learners, and eight (n = 8) of the bottom learners were randomly selected from the mark list for the test on geometry theorems to form four focus groups. Each focus group comprised five (n = 5) participants. All twenty (n = 20) participants were taught geometry theorems using a Geoboard for two weeks. The data collected from the four focus groups were analysed using the Attention, Relevance, Confidence, Satisfaction (ARCS) theory of motivation, following an interview schedule. The results revealed that learners became motivated to learn geometry theorems after being taught these theorems using a Geoboard. The study further revealed that only the Attention, Relevance, and Confidence aspects of the ARCS theory increased learners‟ motivation, and not the Satisfaction aspect. Further findings of the study were that participants became more confident and showed interest in learning geometry theorems, especially in writing geometry theorems reasons correctly as corresponding with ARCS theory. It is recommended that external awards such as incentives must be used, along with Geoboards to teach geometry theorems which can subsequently increase extrinsic motivation and learners‟ satisfaction.

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