GAI use appears as a core condition only in a supplementary autonomy–relatedness configuration with low unique coverage¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In configuration C2, autonomy need satisfaction and GAI use were core conditions with relatedness peripheral, but unique coverage was only 0.020, indicating substantial overlap with other configurations. → He Qian 2026

Evidence¶

He Qian 2026¶

He Qian, Chang Guanglei, Su Ning, Yang Yingying, Ma Jun. (2026). Generative Artificial Intelligence Use and Learning Engagement Among Medical Undergraduates: Statistical Indirect and Configurational Associations Involving Basic Psychological Need Satisfaction. Behavioral Sciences. https://doi.org/10.3390/bs16091694

q2 · i? · associational · r2

fsQCA sufficiency analysis. C2 paired core autonomy need satisfaction with core GAI use, suggesting GAI use may accompany high engagement when co-occurring with autonomous choice, but its low unique coverage led the authors to interpret it as supplementary.

"C2 had a consistency of 0.868, a PRI of 0.785, a raw coverage of 0.599, and a unique coverage of only 0.020, indicating substantial overlap with the other configurations."

Discussion¶

Related Claims¶

• The comprehensive psychological need satisfaction configuration (competence core) has the highest coverage for high learning engagement, with GAI use unconstrained — related
• High GAI use is not a necessary condition for high learning engagement, and no single condition is strictly necessary — related
• The direct association between GAI use and learning engagement is not statistically significant, while the indirect association through need satisfaction is significant but small — related
• GAI use is weakly positively associated with basic psychological need satisfaction among medical undergraduates — related
• Well-designed games can promote persistence in practice and high-quality engagement, and when basic needs of autonomy, competence, and relatedness are met, learning becomes its own reward, reducing the temptation to outsource cognitive effort to LLMs. — related