2026· International journal of research and innovation in social science· Vol 10, pp. 8785-8807· 0 citations
TL;DR
The findings suggest that when used appropriately, ChatGPT has the potential to support learners’ motivation and engagement in online learning and provides useful implications for educators, institutions and further research in regards to the implementation of generative AI.
Abstract
Rapid development of Artificial Intelligence (AI), particularly ChatGPT, has transformed online learning motivation and influenced learners' motivation in higher education. With the increasing reliance on AI-assisted tools for academic support, concerns have emerged regarding their influence on learners’ motivation, engagement and learning experiences. Therefore, this study investigated the influence of ChatGPT on learners’ online motivation to learn especially in terms of expectancy, value and social support. This study employed quantitative survey research involving 137 students from various academic fields and levels of study. The research instrument consisted of three sections containing 53 items adapted from Fowler (2018) and Youssef et al. (2024). The findings revealed that learners perceived ChatGPT positively particularly in enhancing critical thinking, academic achievement and student engagement. Furthermore, significant positive relationships were found between ChatGPT and expectancy, value and social support. The findings suggest that when used appropriately, ChatGPT has the potential to support learners’ motivation and engagement in online learning. This study contributes to the growing body of literature on AI-assisted learning and provides useful implications for educators, institutions and further research in regards to the implementation of generative AI in higher education.
The results support the Self-Determination Theory as a valid framework for online learning motivation and show that ChatGPT can promote learners' competence, autonomy, and relatedness if responsibly integrated into online learning settings.
E. S. Mohandas, Aini Faridah Azizul Hassan, Nor Azyyati Md Saad et al.· International journal of res...· 0 citations
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
Examination of university students’ motivation for using ChatGPT in learning indicates that students perceive ChatGPT as a useful learning tool that supports assignment completion, enhances learning efficiency, and contributes positively to academic performance.
Chai-Chuen Lee, Ai-Min Teo, Sek-Yui Lee et al.· International journal of res...· 0 citations
This study aims to examine the factors influencing university students' level of ChatGPT use and the impact of this use on their using ChatGPT. With the increasing integration of artificial intelligence-based tools in higher education, understanding students' perceptions and experiences with such technologies is critical for restructuring teaching and learning processes. The study was designed using an explanatory correlational model, a quantitative research design, and employed validated and reliable scales as data collection tools. Data were collected from 835 university students across Türkiye and analyzed using structural equation modeling. The findings revealed that interactive learning, interaction quality, information quality, collaborative learning, perceived ease of use, and perceived usefulness all had a significant and positive effect on students’ ChatGPT usage. Furthermore, the level of ChatGPT use was found to have a meaningful impact on students’ learning satisfaction. These results suggest that ChatGPT is not only a tool that facilitates access to information but also acts as a supportive learning partner in fostering interactive and student-centered learning environments. The study concludes that effective integration of AI-based systems in higher education can enhance students' academic motivation and learning satisfaction. Accordingly, it is recommended that universities structure their digital transformation strategies with pedagogical considerations and guide their implementation based on principles of ethical use.
Unknown authors· Osmaniye Korkut Ata Üniversi...· 0 citations
This study assesses student motivation in online learning environments, with the purpose of exploring how affiliation influences learners’ power and achievement in university learning. The study is guided by McClelland’s Theory of Needs (1965) and Fowler’s (2018) online motivation framework, which frame motivation through affiliation, power, and achievement. The research problem concerns the difficulty of sustaining motivation online, where students may experience isolation, reduced focus, and heavy demands for self-discipline despite the normalisation of virtual education. A quantitative survey design was employed using a convenient sample of 199 students. Data were collected through a five-point Likert-scale questionnaire adapted from Fowler’s motivation to learn online instrument and analysed using descriptive statistics, reliability analysis, t-tests, and Pearson correlation in SPSS. The findings showed no significant differences in online motivation across gender, clusters, education background, and academic years, suggesting that demographic factors were not the main source of motivational variation. The findings also revealed that learners perceived affiliation, power, and achievement positively, while affiliation had strong positive relationships with both power and achievement. Overall, online motivation appears to depend strongly on meaningful connection and instructor support. The study implies that educators should design affiliation-rich online learning environments, while future research should use mixed-method approaches to examine learner motivation.
Amir Lukman Abd Rahman, Wan Muhammad Fitri Wan Amir Nizam, Shirley Clare Jeri et al.· International journal of res...· 0 citations
This study investigated the cognitive, affective, and value-based determinants of higher education learners’ intention to continue using AI chatbot assistance with the extended Technology Continuance Theory (TCT), demonstrating that perceived usefulness and perceived ease of use play central roles in shaping learners’ attitudes, attitudes, and continuance intention.
K. Kavitha, V. P. Joshith· Journal of educational compu...· 0 citations
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