2026· International journal of research and innovation in social science· Vol 10, pp. 12666-12684· 0 citations
TL;DR
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.
Abstract
The increasing integration of artificial intelligence (AI) tools in higher education has transformed students’ learning experiences and academic practices. Among these tools, ChatGPT has gained considerable attention for its ability to support academic tasks, enhance learning efficiency, and facilitate student engagement. Guided by McClelland’s Theory of Needs, this study examines university students’ motivation for using ChatGPT in learning, with particular emphasis on the need for achievement, need for power, and need for affiliation. A quantitative research design was employed using a survey questionnaire administered to 123 university students enrolled in Mandarin language courses at a university branch campus. The instrument consisted of six sections measuring critical thinking, learner agency, academic performance, ChatGPT usage, student engagement, and motivational needs. Data were analyzed using descriptive statistics, independent samples t-tests, and Pearson correlation analysis. The findings indicate that students perceive ChatGPT as a useful learning tool that supports assignment completion, enhances learning efficiency, and contributes positively to academic performance. The results further revealed no significant differences in motivational needs based on gender or academic clusters. However, significant positive relationships were identified among the three motivational needs proposed by McClelland’s theory. The study also highlights that despite the increasing role of AI-assisted learning tools, instructor support and human interaction remain important in sustaining student engagement and meaningful learning experiences. The findings suggest that educators should integrate ChatGPT into educational practices in a balanced and pedagogically guided manner to support students’ motivation and learning outcomes in the digital learning environment.
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 research examined how ChatGPT affects the academic performance of TESOL students at Kabul Education University. It explored whether ChatGPT helps students to improve their English skills and academic work or if it creates challenges in their learning process. The goal of this study was to recognize how ChatGPT influences students’ performance, engagement, and motivation in their studies. The findings will help educators and students better understand the role of ChatGPT in education and how it can support or reshape traditional learning methods. This study employed a quantitative approach, gathering data through a Likert-scale closed questionnaire. Twenty male students from the master degree of TESOL program at Kabul Education University were randomly selected to participate. The findings reveal an overall positive perception of ChatGPT’s use in academic contexts, highlighting advantages such as improve efficiency, comprehension, and confidence. However, participants also expressed concerns about the potential for over-reliance on the tool, as well as the risks of academic dishonesty and plagiarism linked to its usage.
Khan Rasol Afghan, Noorullah Ahmadzai, Abdullah Zafarmal· International journal of soc...· 0 citations
This study aims to explore English Education Department students' perceptions regarding the benefits and obstacles of using ChatGPT as a learning tool at Universitas Bhinneka PGRI. The research was motivated by the rapid advancement of artificial intelligence (AI) technology and its profound integration into the academic environment. A descriptive qualitative method was employed, with data collected through open-ended questionnaires. The participants were 44 students from the English Education Department across active semesters (semesters 2, 4, 6, and 8). The findings revealed that most students had highly positive perceptions toward the functional benefits of ChatGPT, especially in enhancing writing and reading skills, generating ideas, correcting grammar, and providing interactive contextual explanations. However, significant academic obstacles were also identified, including the risk of misinformation (AI hallucinations), technical platform constraints, and deep-seated concerns regarding psychological dependency that could diminish independent critical thinking. Despite these challenges, students demonstrated a high degree of critical literacy by actively verifying AI-generated answers with trusted academic sources and maintaining a strong commitment to academic ethics to prevent plagiarism. Based on these findings, this study suggests the need for clear institutional ethical guidelines and AI literacy integration to ensure that ChatGPT is used responsibly as a supplementary learning tool rather than a substitute for independent intellectual effort.
ABSTRAK
Penelitian ini bertujuan untuk mengeksplorasi persepsi mahasiswa Program Studi Pendidikan Bahasa Inggris mengenai manfaat dan hambatan penggunaan ChatGPT sebagai alat pembelajaran di Universitas Bhinneka PGRI. Penelitian ini dilatarbelakangi oleh kemajuan pesat teknologi kecerdasan buatan (artificial intelligence/AI) dan integrasinya yang mendalam ke dalam lingkungan akademik. Metode kualitatif deskriptif digunakan dalam penelitian ini, dengan pengumpulan data melalui kuesioner terbuka. Partisipan penelitian ini adalah 44 mahasiswa dari Program Studi Pendidikan Bahasa Inggris lintas semester aktif (semester 2, 4, 6, dan 8). Temuan penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki persepsi yang sangat positif terhadap manfaat fungsional ChatGPT, terutama dalam meningkatkan keterampilan menulis dan membaca, menghasilkan ide, mengoreksi tata bahasa, dan memberikan penjelasan kontekstual yang interaktif. Namun, hambatan akademik yang signifikan juga teridentifikasi, termasuk risiko misinformasi (AI hallucinations), keterbatasan teknis platform, dan kekhawatiran mendalam mengenai ketergantungan psikologis yang dapat menurunkan pemikiran kritis mandiri. Meskipun terdapat tantangan tersebut, mahasiswa menunjukkan tingkat literasi kritis yang tinggi dengan memverifikasi jawaban yang dihasilkan AI secara aktif menggunakan sumber akademik tepercaya dan mempertahankan komitmen yang kuat terhadap etika akademik untuk mencegah plagiarisme. Berdasarkan temuan ini, penelitian ini menyarankan perlunya pedoman etika institusional yang jelas dan integrasi literasi AI untuk memastikan bahwa ChatGPT digunakan secara bertanggung jawab sebagai alat pembelajaran tambahan, bukan sebagai pengganti upaya intelektual mandiri.
This study investigates the impact of ChatGPT-assisted learning on students’ academic performance and learning experience at MAN 2 Makassar. A mixed-methods approach was applied by combining pre-test and post-test assessments, questionnaires, and semi-structured interviews. Four subjects were evaluated: Indonesian Language, Physics, Economics, and Mathematics. Quantitative data were analyzed using a paired sample t-test, supported by assumption testing and effect size analysis, while qualitative data were used to examine students’ learning behavior and ethical concerns. The results showed significant improvements in all subjects after ChatGPT-assisted learning, with p-values below 0.05. The findings indicate that ChatGPT can support conceptual understanding, answer formulation, and student engagement when used under teacher guidance. However, risks of overreliance and academic dishonesty were also identified. Therefore, ChatGPT should be integrated as a complementary learning tool supported by clear academic guidelines, digital literacy, and teacher supervision.
Malika Almaira, Jihan Aqila Edwin, Marzhya Naila Salsabila et al.· 2026 International Conferenc...· 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
The findings suggest that the use of ChatGPT may be associated with changes in students’ motivation toward academic writing and highlight the importance of promoting balanced and responsible use of AI tools in educational contexts.
Astriana Talango, Nonny Basalama, D. Dama· Research Review: Jurnal Ilmi...· 0 citations
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