Student engagement is critical for effective learning in software modelling, yet fostering motivation and inclusivity remains a challenge. While existing research has focused on modelling tools, notations, and assessment, little attention has been given to how the choice of problem domains and the diversity, relatability, and cultural perspectives they bring shape students' learning experiences. This study explores how problem domains and teaching methods influence motivation, engagement, inclusiveness, and feedback in modelling education. To investigate these dimensions, we conducted parallel surveys with 90 students and 22 educators. Our findings reveal disconnects between educator assumptions and student preferences: Students show greatest motivation for socially relevant domains and prefer choice in selection, while educators overestimate interest in study-related domains. The study identifies how minor design choices can exclude students. Students perceive feedback as meaningful when visibly acted upon. These findings suggest inclusive domain selection is central to student motivation; thus, we recommend student-centred domain selection.

翻译：学生参与度是软件建模有效学习的关键，但如何培养动机和包容性仍是挑战。现有研究主要关注建模工具、符号和评估，较少关注问题领域的选择及其带来的多样性、相关性及文化视角如何塑造学生的学习体验。本研究探讨问题领域和教学方法如何影响建模教育中的动机、参与度、包容性和反馈。为深入探究这些维度，我们对90名学生和22名教师开展了并行调查。研究结果揭示了教师假设与学生偏好之间存在脱节：学生对与社会相关的领域表现出最高动机，并倾向于自主选择领域，而教师高估了学生对学习相关领域的兴趣。研究发现，细微的设计选择可能导致学生被排斥。当反馈被可见地采纳时，学生认为其具有意义。这些发现表明，包容性的领域选择是激发学生动机的关键；因此，我们建议采用以学生为中心的领域选择方式。