GenAI used on mobile devices shows a larger motivational effect than GenAI used on computers (exploratory)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Between-subgroup differences across GenAI device type were significant (QBET = 11.913, df = 1, p < 0.05), with mobile devices (g = 0.782) showing a stronger effect than personal computers (g = 0.303). → Fang L 2026

Evidence¶

Fang L 2026¶

Fang L, Li Z, Xiong B and Lu Z (2026). Effects of generative artificial intelligence on students' learning motivation: evidence from a meta-analysis. Front. Psychol. 17:1832451. https://doi.org/10.3389/fpsyg.2026.1832451

q3 · i? · quant-synthesis · r2

Exploratory subgroup analysis of device type (mobile device k = 15; personal computer k = 19) within the meta-analysis. The article reports "QBET = 11.913" and subgroup estimates g = 0.782 and g = 0.303; no standardized effect size for the contrast itself is printed.

"Observed between-subgroup differences were found across GenAIdevicetype( QBET =11.913,df =1,p <0.05).UsingGenAI on mobile devices (g = 0.782, 95% CI = [0.545, 1.018]) had a stronger effect on learning motivation than using it on computers (g =0.303,95% CI =[0.169,0.438])."

Discussion¶

Learner Variables¶

• Motivation — moderator: an instructional effect differs with 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
• The motivational effect of GenAI is larger in higher education than in primary and secondary education (exploratory) — related
• GenAI's motivational effect is larger in collectivistic than individualistic cultural contexts (exploratory) — related
• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — related
• GenAI's motivational effect varies by subject domain, largest for language learning and smallest for science (exploratory) — related
• GenAI shows positive effects on both intrinsic and extrinsic motivation, with no reliable difference between the two (H-1c not supported) — related
• Too few studies exist to draw robust conclusions on moderating factors (age, gender, screen size, dosage, SAMR-based activities) or on whether benefits persist beyond the post-test — related
• Mobile device use in primary classrooms produces a small, statistically significant positive pooled effect on literacy and numeracy outcomes compared with alternative devices or no device — related