Motiverad att lära i en tid av generativ AI : En kvalitativ studie om hur generativ AI påverkarstudenters inre motivation till lärande

Sammanfattning

As generative Artificial Intelligence (AI), such as ChatGPT,becomes increasingly integrated into higher education,questions arise about its impact on students’ motivation tolearn. The aim of this study was to explore how the use ofgenerative AI as a form of Technology-Enhanced Learning(TEL) affects and how it could potentially improve students’intrinsic motivation, focusing on the psychological needs ofautonomy, competence, and relatedness as outlined in SelfDetermination Theory (SDT). The study employed aninductive qualitative approach using semi-structuredinterviews with five students from different academicdisciplines. Thematic analysis was conducted based on theSDT framework. Findings indicate that generative AI oftenserves as a valuable support in students' learning processesby simplifying complex concepts, reducing uncertainty, andincreasing engagement. However, the results also revealambivalence. Generative AI can also reduce the sense ofautonomy when used unreflectively, undermine perceivedcompetence when its output contradicts students' priorknowledge, and weaken relatedness by replacing humaninteraction. The impact on motivation varied amongparticipants depending on their usage patterns and personallearning goals. The study concludes that generative AI hasthe potential to both enhance and undermine studentmotivation. To support intrinsic motivation, generative AIshould be used in ways that promote autonomy, deepenlearning, and preserve social interaction in educationalsettings.