This study examines the relationship between the learning motivation and conceptual change of 127 eighth graders, after they have learned the acid, base, and salt concept in a digital learning context, designed according to the dual-situated learning model (DSLM). Two instruments--the students' motivation towards science learning (SMTSL) questionnaire and the acid-base-salt concept diagnostic test (CDT)--were used in the study. The questionnaire and the test were given to students in pre-test, post-test, and delayed post-test. Based on their motivation questionnaire scores, 18 students were selected from various scoring ranges for semi-structural interviews. Results showed that, after experiencing DSLM digital learning, students' post-CDT and delay-CDT scores were significantly higher than pre-CDT scores (p less than 0.001, p less than 0.01). Furthermore, Pearson correlation analysis indicated that students' conceptual change ([delta]CDT) was significantly correlated with motivational factors such as self-efficacy (SE), active learning strategy (ALS), science learning value (SLV), achievement goal (AG), and learning environment stimulation (LES) (p less than 0.05). Interviews also supported students' motivational correlation to [delta]CDT, particularly for SE, ALS, and AG. (Contains 8 tables.)