Abstract
ABSTRACT Integration of artificial intelligence (AI) in educational practices necessitates the understanding of the influence of tools such as ChatGPT. Self-determination Theory (SDT) has been used to examine the impact of ChatGPT usage by students for the improvement of perceived learning, engagement and satisfaction. The moderating role of students’ AI literacy between ChatGPT and the antecedents of intrinsic motivation, autonomy, competence and relatedness. The data was collected through questionnaire from 481 students and structural equation modeling was used to analyze the data. The findings of the study shows that ChatGPT usage impacts students’ perceived autonomy, competence, and relatedness, enhancing intrinsic motivation. Also, there is a moderation of AI literacy between ChatGPT usage and these psychological needs. This study extends SDT to student interactions with ChatGPT and underscores the pivotal role of AI literacy. The findings contribute to the discourse on AI and education, offering valuable perspectives on students’ use of ChatGPT and its effect on their academic experience.
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