This study aimed at investigating the effectiveness of using Radioactivity Remote Laboratory Activities (RRLAs) in enhancing Form Four (equivalent to Grade 10) students' understanding of radioactivity and motivation to learn science. For this purpose, in this study, a repeated measures one-way ANOVA design was utilized in which 54 Form Four non-science major students participated. Radioactivity is one of the topics included in the general science curriculum and a compulsory subject for non-science majors. Understanding of radioactivity was measured quantitatively using multiple-choice and open-ended questions at three different times throughout the treatment. Motivation was measured quantitatively at three different times, and at the end of the study, interviews were conducted to gather insights on students' motivation. The findings suggest that there is a significant difference across the mean scores obtained for understanding (Wilk's Lambda = 0.11, F(1.76, 93.23) = 317.34, p < 0.05) and motivation (Wilk's Lambda = 0.56, F(1.72, 91.12) = 29.91, p < 0.05). Further analysis of the understanding test reflected that for all the multiple-choice questions, less than 50% of the students were able to provide correct answers in the pre-test. More than 50% were able to answer all the questions correctly in post-test 1, and in post-test 2, this percentage increases to more than 70%. In the interview responses, students explicitly mentioned using the Internet, and the computer is a possible way to motivate students to learn science than the usual teacher-dominated lessons.