Generative AI in UK higher education: Exploring its impact on student motivation, self-efficacy, and happiness to inform assessment design
This mixed-methods study (N=201 UK undergraduates) identified a “well-being paradox” in AI-mediated learning. Contrary to expected outcomes, it found that greater reliance on generative AI tools for academic purposes was associated with higher academic well-being, especially positive emotion (β≈+0.33) and accomplishmen...