GCLA does not bolster motivational aspects of SRL: traditional ChatGPT users showed higher intrinsic motivation and higher amotivation than GCLA users¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Control-group students outperformed treatment-group students on intrinsic motivation (MEG = 18.9 > MCG = 16.1; partial η² = 0.228) and on amotivation in the adverse direction (MEG = 8.53 < MCG = 12.0; partial η² = 0.298). → Lee 2024

Evidence¶

Lee 2024¶

Lee, H.-Y., Chen, P.-H., Wang, W.-S., Huang, Y.-M., & Wu, T.-T. (2024). Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction. International Journal of Educational Technology in Higher Education, 21, 16. https://doi.org/10.1186/s41239-024-00447-4

q3 · i3 · causal · r2

Descriptive statistics from the SRL ANCOVA in the RCT (TG N = 31, CG N = 30); Table 7 reports both contrasts significant at p < 0.001, with partial η² = 0.228 for intrinsic motivation and partial η² = 0.298 for amotivation.

"the CG notably outperformed the TG in terms of intrinsic motivation (MEG = 18.9 > MCG = 16.1) and amotivation (MEG = 8.53 < MCG = 12.0, this being an adverse indicator)"

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• GCLA use improves cognitive and behavioral engagement and self-efficacy compared with traditional ChatGPT use in blended learning — related
• GCLA use enhances higher-order thinking skills—critical thinking, problem-solving, and creativity—compared with traditional ChatGPT use — related
• GCLA use improves chemistry knowledge construction, including two-week retention, compared with traditional ChatGPT use — related
• As cited second-hand in an AI-literacy framework paper: ChatGPT use improved short-term essay scores but triggered metacognitive laziness with no significant knowledge-transfer gains — related
• Frequent generative AI use for essay writing can foster metacognitive laziness, reducing intrinsic motivation and learning autonomy — related
• AI's direct impact on SRL concentrates on metacognitive and cognitive aspects while motivation remains underexplored — related
• Learning with a ChatGPT-based flipped learning guiding approach significantly improves students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking in a courseware project — reports the opposite
• Teachers hold conflicting attitudes about whether gameful assessments support students’ intrinsic motivation and desire to learn — related
• Generative AI support can foster self-regulated learning more effectively than traditional AI-based implementations — reports the opposite