This meta-analysis examines the effects of problem-based learning (PBL), project-based learning (PjBL), and case-based learning (CBL) on students' motivation. The study analyzed 139 subsamples from 132 included reports, finding a small to moderate, heterogeneous positive effect (d=0.498) on motivation. Moderator analyses revealed larger effect sizes for students' beliefs, values, and attitudes compared to their reasons for studying. No 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 found in some academic domains (e.g., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the interplay of factors such as academic domain and implementation level highlights the need for a nuanced approach to effectively leverage these instructional methods to increase student motivation. The study also considers motivation as a multifaceted construct, including students' beliefs, perceptions of task value, and reasons for engaging in tasks. The results indicate that problem-driven learning can positively influence students' motivation, particularly in areas such as attitude, beliefs, and values. However, the effect on students' reasons for studying was smaller. The study also examines the role of implementation characteristics, such as the creation of products, academic domain, educational level, level of implementation, and duration of exposure. The findings suggest that problem-driven learning has moderate, positive effects in STEM and healthcare domains, while other domains show trivial effects. Quality indicators, such as randomization and reliability of measures, were also considered, with high-quality measures showing smaller, positive effects. Publication bias was assessed, but no significant bias was found. Overall, the study concludes that problem-driven learning has a positive effect on students' motivation, but the effectiveness can vary based on implementation and context.This meta-analysis examines the effects of problem-based learning (PBL), project-based learning (PjBL), and case-based learning (CBL) on students' motivation. The study analyzed 139 subsamples from 132 included reports, finding a small to moderate, heterogeneous positive effect (d=0.498) on motivation. Moderator analyses revealed larger effect sizes for students' beliefs, values, and attitudes compared to their reasons for studying. No 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 found in some academic domains (e.g., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the interplay of factors such as academic domain and implementation level highlights the need for a nuanced approach to effectively leverage these instructional methods to increase student motivation. The study also considers motivation as a multifaceted construct, including students' beliefs, perceptions of task value, and reasons for engaging in tasks. The results indicate that problem-driven learning can positively influence students' motivation, particularly in areas such as attitude, beliefs, and values. However, the effect on students' reasons for studying was smaller. The study also examines the role of implementation characteristics, such as the creation of products, academic domain, educational level, level of implementation, and duration of exposure. The findings suggest that problem-driven learning has moderate, positive effects in STEM and healthcare domains, while other domains show trivial effects. Quality indicators, such as randomization and reliability of measures, were also considered, with high-quality measures showing smaller, positive effects. Publication bias was assessed, but no significant bias was found. Overall, the study concludes that problem-driven learning has a positive effect on students' motivation, but the effectiveness can vary based on implementation and context.