The COVID-19 pandemic established online learning as a permanent fixture in education, transforming teaching and learning. While many studies focused on tertiary and secondary levels, this paper examines ergonomic factors’ impact on graduate students’ learning motivation and academic attention. An online survey of 45 students in a university based in Cebu City was analyzed using multiple regression, clustering ergonomic factors into physical, cognitive, and organizational domains. The results show significant effects of these factors on learning motivation and academic attention. The lighting conditions in the graduate students' online learning environment greatly influence their learning motivation. The design of their workstation, the ambient noise levels, and their auditory learning preferences significantly affect their academic attention. Furthermore, their visual learning preferences, access to technology, and the instructional methods of their teachers have a notable impact on both their learning motivation and academic attention. These findings offer practical insights for enhancing online learning and guiding educators and policymakers in designing effective online education.