{"title":"Do AI chatbots impact motivation? Insights from a preliminary longitudinal study","authors":"Meng Liu , Hayo Reinders","doi":"10.1016/j.system.2024.103544","DOIUrl":null,"url":null,"abstract":"<div><div>This study examined whether chatbots designed to engage in conversations about self-regulation of learning (SRL chatbots) impact motivation. Twenty-four students in an academic listening course at a university in China interacted with SRL chatbots over a period of 15 weeks. The study was conducted in two phases: Students interacted with a pre-scripted chatbot during weeks 1–8, followed by a chatbot powered by generative AI (ChatGPT) in weeks 9–15. To analyze learners’ motivational trajectories throughout the study, piecewise mixed effects models were applied. Results revealed a significant upward trend in motivation after the introduction of generative AI though substantial inter-individual differences were also observed. These findings suggest the potential of generative AI to positively impact motivation while also indicate that it may amplify individual differences in learning experiences and outcomes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103544"},"PeriodicalIF":4.9000,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X24003269","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study examined whether chatbots designed to engage in conversations about self-regulation of learning (SRL chatbots) impact motivation. Twenty-four students in an academic listening course at a university in China interacted with SRL chatbots over a period of 15 weeks. The study was conducted in two phases: Students interacted with a pre-scripted chatbot during weeks 1–8, followed by a chatbot powered by generative AI (ChatGPT) in weeks 9–15. To analyze learners’ motivational trajectories throughout the study, piecewise mixed effects models were applied. Results revealed a significant upward trend in motivation after the introduction of generative AI though substantial inter-individual differences were also observed. These findings suggest the potential of generative AI to positively impact motivation while also indicate that it may amplify individual differences in learning experiences and outcomes.
期刊介绍：
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.
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