COVID-19 virus outbreak started in Hong Kong in January 2020. All schools in Hong Kong were suspended from January 2020 to December 2022. Many secondary schools in Hong Kong would like to catch up with the learning schedule during the pandemic and e-learning became the possible solution. There were different forms of e-learning method. Some common examples were online lecture, e-learning platform and e-learning education technology tools. The use of e-learning tools became popular and common during the pandemic. Because of the sudden shift to e-learning lecture, teachers might not have enough time to realize students’ e-learning needs. As a result, teachers may not be able to provide sufficient needs-satisfying support to students when they are using e-learning tools in the lesson. This study would like to apply an experimental approach to investigate the influence of needs-satisfying teaching approaches on the motivation of using e-learning tool based on Self-determination Theory (Deci & Ryan, 1986). Hong Kong secondary school students would be intrinsically motivated to e-learning tool in the Science subject through satisfying the needs for competence, autonomy and relatedness. In this study, the context was e-learning in Science class for secondary school students in Hong Kong. The learning tasks were junior secondary school level Physics and Chemistry. Questionnaire was utilized for quantitative data collection and a subgroup of students were invited to have individual interviews for qualitative data collection. A modified model based on SDT was proposed in this applied field research to study the influence of the intervention of needs-satisfying approaches to the motivation of using science e-learning tool in Science subjects on Hong Kong secondary school students. All rights reserved.