Exploring How ChatGPT Utilisation Influences Online Motivation

Abstract

The use of AI in education has transformed the learning experience. Much empirical research has examined how ChatGPT has influenced learners. Previous empirical studies have studied the impacts of ChatGPT on academic performances; however, few studies have explored the extent of ChatGPT utilisation on online motivation. The expectancy-value theory and the technology adoption model (TAM) were adopted in the study. The study was carried out to explore how ChatGPT utilisation influences online motivation among higher institution learners. The study adopted a quantitative survey design. A total of 210 undergraduate and postgraduate students from Universiti Teknologi MARA, Malaysia, participated in the study. The findings of the study confirm the expectancy-value theory, showing that high self-efficacy and strong task value increase learning motivation when using ChatGPT tools to support students’ learning, with most mean scores at 4 or above. In addition, the results of the study support the Technology Acceptance Model (TAM) (Davis, 1989) by confirming that the perceived usefulness and perceived ease of ChatGPT direct the attitudes and behavioural intention among the learners and increase the learners’ academic achievement, with most of the mean scores of 4 and above. In addition, the correlation analysis shows that there is a highly significant association between ChatGPT and expectancy components (r=.512**) and (p=<.001) and between ChatGPT and value components (r=.539**) and (p=<.001). However, there is a moderate association between ChatGPT and expectancy of social support (r=.455** and p=<.001). The findings of the study suggest that future pedagogical methods integrating AI tools in higher education are significant, as this helps increase student motivation, engagement and academic performance.