Publicação
Intrinsic motivation in the age of ai: a self-determination theory perspective
| Resumo: | This thesis investigates the integration of Artificial Intelligence (AI) tools in higher education, focusing on their impact on students' intrinsic motivation and academic success through the lens of SDT. By examining how AI supports the psychological needs of autonomy, competence, and relatedness, the research explores whether these tools promote sustained motivation or inadvertently hinder critical aspects of learning. The study highlights the transformative potential of AI tools, such as ChatGPT, in personalizing learning, providing instant feedback, and fostering engagement. However, it also reveals key challenges, including over-reliance on AI, diminished critical thinking, and a reduction in meaningful human interactions. The qualitative research design involved semi-structured interviews with 10 highereducation students who experienced both traditional and AI-integrated learning environments. Participants shared their experiences of using AI tools in academic tasks, providing insights into how these tools influence motivation and learning outcomes. The findings reveal a dual nature of AI: while it enhances short-term efficiency, motivation, and academic performance, it may also undermine deeper learning processes and long-term resilience by fostering dependency and superficial engagement. The study underscores the importance of a balanced approach to AI integration. While AI can democratize access to education and complement traditional teaching methods, it cannot replace the human elements crucial for fostering creativity, critical thinking, and social-emotional development. Limitations of the study include its focus on a specific demographic and disciplines, which limits generalizability. Future research should explore AI’s impact across diverse educational contexts and learner populations and examine how educators can effectively mediate its use in classrooms. The findings contribute to ongoing discussions about the ethical and effective integration of AI in education, offering practical recommendations for leveraging AI to enhance learning while mitigating its potential risks. |
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| Autores principais: | Wright, Michael Jonathan |
| Assunto: | Artificial Intelligence in education Self-Determination Theory Intrinsic motivation Personalized learning Academic success Human-AI interaction |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | This thesis investigates the integration of Artificial Intelligence (AI) tools in higher education, focusing on their impact on students' intrinsic motivation and academic success through the lens of SDT. By examining how AI supports the psychological needs of autonomy, competence, and relatedness, the research explores whether these tools promote sustained motivation or inadvertently hinder critical aspects of learning. The study highlights the transformative potential of AI tools, such as ChatGPT, in personalizing learning, providing instant feedback, and fostering engagement. However, it also reveals key challenges, including over-reliance on AI, diminished critical thinking, and a reduction in meaningful human interactions. The qualitative research design involved semi-structured interviews with 10 highereducation students who experienced both traditional and AI-integrated learning environments. Participants shared their experiences of using AI tools in academic tasks, providing insights into how these tools influence motivation and learning outcomes. The findings reveal a dual nature of AI: while it enhances short-term efficiency, motivation, and academic performance, it may also undermine deeper learning processes and long-term resilience by fostering dependency and superficial engagement. The study underscores the importance of a balanced approach to AI integration. While AI can democratize access to education and complement traditional teaching methods, it cannot replace the human elements crucial for fostering creativity, critical thinking, and social-emotional development. Limitations of the study include its focus on a specific demographic and disciplines, which limits generalizability. Future research should explore AI’s impact across diverse educational contexts and learner populations and examine how educators can effectively mediate its use in classrooms. The findings contribute to ongoing discussions about the ethical and effective integration of AI in education, offering practical recommendations for leveraging AI to enhance learning while mitigating its potential risks. |
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