Higher Education Students’ Task Motivation in the Generative Artificial Intelligence Context: The Case of ChatGPT

Abstract

Artificial intelligence has been attracting the attention of educational researchers recently, especially ChatGPT as a generative artificial intelligence tool. The context of generative artificial intelligence could impact different aspects of students’ learning, such as the motivational aspect. The present research intended to investigate the characteristics of students’ task motivation in the artificial intelligence context, specifically in the ChatGPT context. The researchers interviewed 15 students about their experiences with ChatGPT to collect data. The researchers used inductive and deductive content analysis to investigate students’ motivation when learning with ChatGPT. To arrive at the categories and sub-categories of students’ motivation, the researchers used the MAXQDA 2022. Five main categories emerged: task enjoyment, reported effort, result assessment, perceived relevance, and interaction. Each category comprised at least two sub-categories, and each sub-category was further organized into codes. The results indicated more positive characteristics of motivation than negative ones. The previous results could be due to the conversational or social aspect of the chatbot, enabling relationships with humans and enabling the maintenance of good quality conversations with them. We conclude that a generative AI could be utilized in educational settings to promote students’ motivation to learn and thus raise their learning achievement.

ChatGPT's Motivational Effects on Japanese University EFL Learners: A Qualitative Analysis

“…As the student's comment suggests, ChatGPT increased their motivation by providing sufficient assistance. Hmoud et al (2024) supported this, arguing that students had a stronger sense of value in the learning processes after gaining effective support from ChatGPT to augment their task completion weaknesses. Additionally, ChatGPT's usefulness enhances learners' sense of control over the learning process and increases their joy (Qu & Wu, 2024), and self-confidence (Hmoud et al, 2024).…”

“…Hmoud et al (2024) supported this, arguing that students had a stronger sense of value in the learning processes after gaining effective support from ChatGPT to augment their task completion weaknesses. Additionally, ChatGPT's usefulness enhances learners' sense of control over the learning process and increases their joy (Qu & Wu, 2024), and self-confidence (Hmoud et al, 2024). In summary, obtaining individualized and effective support from ChatGPT enhances learners' sense of control over their learning, leading to increased motivation.…”

A Tutorial for Integrating Generative AI in Mixed Methods Data Analysis

“…Students were, on average, 19 years old. The students who participated in the in-depth interviews (14) were all Black African by the study's design, predominantly male (9 out of 14 participants) and came from varied socio-economic backgrounds.…”

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“…Research has shown that ChatGPT can have several positive impacts on students' learning experiences. Recent studies (Pesovski et al, 2024;Hmoud et al, 2024) found that students exhibited increased motivation and engagement when interacting with the AI. The conversational nature of ChatGPT makes learning more interactive and personalized, capturing students' interest and encouraging active participation.…”