Abstract
AbstractThis study aimed to investigate how AI impacts students’ intrinsic motivation and learning experiences in various cultural and academic settings. An analysis of the effects of AI-powered learning tools on intrinsic motivation and learning enhancement was conducted in early 2024. The study recruited 455 students (192 males and 263 females) from Egypt, Saudi Arabia, Spain, and Poland who were studying diverse majors in educational faculties. Using a 5-point Likert scale, the validated instrument included three dimensions with a total of 10 items: intrinsic motivation and AI, AI and enhancing learning, and overall perception of AI in education. Significant differences were found by nationality and major, with Polish students and education technology majors showing the highest motivation levels. As a result of enhancing learning experiences, autonomy, and critical thinking skills, AI tools were found to positively influence motivation. Motivation, however, was not significantly influenced by academic level. Despite ethical concerns, students held a moderately positive view of artificial intelligence in education. Further research on optimal AI implementation and ethical considerations in education is necessary based on these findings.
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