The review reports mixed findings on AI's motivational effects: some studies show enhancement, others nonsignificant or negative effects¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Evidence on AI's motivational impact is inconclusive: some studies report enhanced motivation, others nonsignificant effects, and still others potential negative consequences. → Jiajing Li 2026

Evidence¶

Jiajing Li 2026¶

Jiajing Li, Ronnel B. King, Ching Sing Chai, Vivian WY Lee & Ruyi Li. (2026). AI and student motivation: A scoping review. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2026.2672515

q2 · i? · review · r3

The review's narrative synthesis of prior AI-motivation findings in its introduction. It attributes positive effects to some studies, nonsignificant effects to others, and negative-consequence concerns to further work, citing each by name.

"While some evidence points to AI’s capacity to enhance motivation (Wu & Yu, 2024), other studies report nonsignificant effects (e.g., Hou et al., 2022). Still other studies raise concerns about its potential negative consequences (e.g., Abbas et al., 2024; Bastani et al., 2025)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• GenAI-assisted education produces significantly higher learning motivation than non-GenAI approaches (g = 0.81) — the general claim this finding bears on, with the studies behind it
• Gamified design and interactive AI features sustain learners' motivation for oral practice (Motivational Propensity Pathway) — related
• AI-supported adaptive systems are reported to enhance adult learner engagement, motivation, and outcomes when aligned with learner goals and prior knowledge — related
• In one mixed-methods study of university students, reported in a review, gamified vocabulary learning gave better test results, motivation and satisfaction than traditional instruction — a narrower finding that bears on this claim
• Initial meta-analyses indicate the effect of AI chatbots and generative AI on learning outcomes is lower in secondary education than in higher education — related
• Prior meta-analytic evidence indicates chatbot technology has a substantial positive effect on overall learning outcomes and knowledge retention, but not on critical thinking, engagement, or motivation — a narrower finding that bears on this claim
• Chatbot-based instruction enhanced secondary students' learning experience by enabling self-paced study with less stress, time savings, and maintained motivation — a narrower finding that bears on this claim