Motivated by AI? Exploring Students’ Perceptions of ChatGPT and Online Learning Motivation in Higher Education

Abstract

The growing use of ChatGPT in higher education offers new opportunities to support online learning, yet its relationship with learners’ motivation remains underexplored. This study examined the relationship between ChatGPT usage and online motivation across three dimensions: expectancy, value, and social support. A quantitative survey was conducted among 199 diploma and bachelor’s degree students from three faculties using a five-point Likert-scale questionnaire. The instrument demonstrated excellent reliability (Cronbach’s alpha = .965). Findings showed generally positive perceptions of ChatGPT usage and online motivation. Correlation analysis revealed significant positive relationships between ChatGPT usage and expectancy (r = .465, p < .001), value (r = .512, p < .001), and social support (r = .474, p < .001), with value showing the strongest relationship. The findings suggest that ChatGPT usage is positively associated with learners’ online motivation and highlight the importance of purposeful and responsible AI integration that maintains learner agency, task relevance, critical evaluation, and human interaction in higher education.