Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory.
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 thei...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 17 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184016318&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016318 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016318 184016318 184016318 10.1111/jcal.70020 184016318 ppf: 1 ppct: 16 formats: tig: atl: Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory. aug: au: Galindo‐Domínguez, Héctor Delgado, Nahia Urruzola, María‐Victoria Etxabe, Jose‐María Campo, Lucía affil: Department of Didactics and School Organization. Faculty of Education and Sports, University of the Basque Country, Vitoria‐Gasteiz, Spain sug: subj: Artificial Intelligence Utilization Motivation In Adolescence Learning In Adolescence Human Needs (Psychology) Sex Factors Relational Autonomy Students, High School Psychosocial Factors Human Prospective Studies Male Female Adolescence Structural Equation Modeling Spanish Persons Scales Spain Questionnaires Adolescent: 13-18 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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