This meta-analysis examines the effects of problem-based (PBL), project-based (PjBL), and case-based learning (CBL) on students' motivation compared to teacher-centered/lecture-based learning. Motivation is viewed as a multifaceted construct, including students' beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). The study included 139 subsamples from 132 reports, covering various academic domains and educational levels. Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect on motivation (d=0.498). Moderator analyses revealed that larger effect sizes were found for students' beliefs, values, and attitudes compared to their reasons for studying. No significant differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course compared to a curriculum-level approach. Larger effects were also observed in some academic domains (e.g., healthcare and STEM) than in others. The study highlights the need for a nuanced approach to leveraging problem-driven learning effectively to enhance student motivation.This meta-analysis examines the effects of problem-based (PBL), project-based (PjBL), and case-based learning (CBL) on students' motivation compared to teacher-centered/lecture-based learning. Motivation is viewed as a multifaceted construct, including students' beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). The study included 139 subsamples from 132 reports, covering various academic domains and educational levels. Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect on motivation (d=0.498). Moderator analyses revealed that larger effect sizes were found for students' beliefs, values, and attitudes compared to their reasons for studying. No significant differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course compared to a curriculum-level approach. Larger effects were also observed in some academic domains (e.g., healthcare and STEM) than in others. The study highlights the need for a nuanced approach to leveraging problem-driven learning effectively to enhance student motivation.