GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Between-subgroup differences were not significant across GenAI function (QBET = 0.011, p > 0.05), intervention duration (QBET = 1.475, p > 0.05), or publication year (QBET = 3.519, p > 0.05). → Fang L 2026 q3 i? Meta-regression showed no significant association between gender (proportion of female participants) and GenAI's effect on learning motivation (QModel(1, k = 25) = 0.25, p > 0.05). → 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 · r3

Null moderator analyses within the meta-analysis: intervention duration and motivation type subgroups were non-significant, as were publication year and gender meta-regressions ("QModel (1, k = 25) = 0.25, p = 0.614" for gender). No effect sizes are printed for these null contrasts.

"Between-subgroup differences were not significant across intervention duration (QBET = 1.475, df = 2, p > 0.05) and type ofmotivation( QBET =1.415,df =1,p >0.05). Meta-regression showed no significant association between publication year and GenAI’s effect on learning motivation (QBET =3.519,df =2,p >0.05)."

Studies bearing on this claim¶

Does an instructional programme or intervention work differently for girls and boys? This table gathers the studies behind this claim and the 23 narrower claims that bear on it: 21 distinct studies (14 causal, 2 quant-synthesis, 2 design, 2 associational, 1 review), q2–q4, 4 of 21 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Motivation — moderator: an instructional effect differs with it
• Gender — moderator: an instructional effect differs by group

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
• GenAI used on mobile devices shows a larger motivational effect than GenAI used on computers (exploratory) — related
• The motivational effect of GenAI is larger in higher education than in primary and secondary education (exploratory) — 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
• The exam playbook intervention showed no statistically significant treatment-effect differences by gender, race, class standing, or prior performance — related
• Intervention duration does not significantly predict GenAI writing effect sizes, which the authors attribute to limited temporal diversity in the evidence base — related
• Effects on affirming motivations are larger when total intervention duration is longer and when the share of boys in the sample is higher — reports the opposite
• GenAI's motivational effect is larger in collectivistic than individualistic cultural contexts (exploratory) — related
• The simulation advantage and interest differences hold across subgroups of age, gender, school form, and grade — related
• Gender does not significantly moderate the effect of AI-supported PBL on computational thinking or academic achievement — related
• Effect sizes were not moderated by publication year, age, or percentage of females, but were related to study quality; publication-bias tests gave mixed signals — related