Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self-Determination Theory

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2025-03-16 DOI:10.1111/jcal.70020

Héctor Galindo-Domínguez, Nahia Delgado, María-Victoria Urruzola, Jose-María Etxabe, Lucía Campo

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引用次数: 0

Abstract

Background

With the integration of artificial intelligence into educational processes, its impact remains to be discovered.

Objective

The aim of the present study was to determine whether, after a 7-month intervention in which a subject of artificial intelligence was taught, students improved their psychological needs for competence, autonomy and relatedness, potentially leading to an increase in their intrinsic motivation towards learning. Additionally, the study examined the impact of students' use of ICT and the influence of gender along the intervention.

Methods

This longitudinal study included a total of 50 adolescents from Secondary Education, who responded to a series of scales to measure the main constructs of perceived competence, autonomy, relatedness and intrinsic motivation at two different times (T1 and T2).

Results

The results showed that, regardless of gender and the frequency of academic or non-academic use of ICT, statistically significant improvements were observed only in the need for relatedness. Likewise, an analysis of structural equation models revealed that students' initial competence (T1) was the main predictor of their initial motivation (T1), and having this initial motivation was essential for further improving motivation after the intervention (T2). Similarly, each basic psychological need at its initial time point (T1) significantly predicted that same psychological need at its final time point (T2), with considerably high explained variances.

Conclusions

These results shed some light on the potential effect that AI-based interventions can have on the basic psychological needs of secondary education students.

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope