Growing Up with AI and Learning Motivation among Young Learner

Abstract

Artificial Intelligence (AI) has had a tremendous impact on the learning behaviors of primary school children. The psychological processes of pupils and the importance of parental guidance have been insufficiently addressed in terms of the influence of AI literacy, as artificial intelligence (AI) technology increases efficiency of tasks. The objective of this study is to examine the influence of AI literacy on learning motivation using academic self-efficacy as the mediating variable and parental involvement as the moderating variable. A survey design was performed with 370 primary school kids from grade four to six. Data was collected by a questionnaire which was found to be reliable (Cronbach’s Alpha= 0.906). The data were analyzed using parametric statistics in a mediation and moderation framework. The results show that AI literacy has a large indirect effect on learning motivation through the mediating role of academic selfefficacy, while the direct effect on learning motivation is not significant while controlling academic self-efficacy. Furthermore, although parental involvement was favorably associated to all the dimensions of the study, it was not found to significantly mitigate the association between technological literacy and pupils’ psychological preparation. The results show that the successful integration of AI in primary education is based not only on the technical skills of students, but also on the development of their self-confidence to maintain the motivation to learn, while the conditioning role of active family support, although theoretically and correlational plausible, requires validation from future research.