The Mediating Effect Of Learning Motivation On Attitudes Towards Using ChatGPT (ATUC) As Educational Resource And Academic Performance: Evidence From A State University In Iloilo, Philippines

Abstract

The use of AI chatbots, such as ChatGPT, in education has sparked significant interest, primarily due to their potential to enhance educational outcomes significantly. This study, employing a causal-predictive methodology, delved into the relationship between attitudes toward ChatGPT (ATUC), academic performance, and the mediating role of learning motivation among tertiary students at a state university in Iloilo, Philippines. Data were collected via an online survey that included personal demographics, adopted questionnaires for ATUC (Ajlouni et al., 2023) and learn- ing motivation (Caratiquit & Caratiquit, 2023), as well as an adapted questionnaire for academic performance (Maqableh et al., 2021). The study, which included 205 purposively selected respondents who met the inclusion criteria, utilised covariance-based structural equation modelling (CB-SEM) for data examination. The bootstrapping results demonstrated a positive relationship, with ATUC predicting learning motivation, which predicted academic performance, thereby encouraging the potential of AI chatbots in education. Future research should employ longitudinal and mixed meth- ods to investigate ChatGPT’s long-term impacts while minimising bias. It should be integrated into higher education institutions’ (HEIs) strategies, emphasising ethics, academic integrity, the advantages and disadvantages of AI, and its adaptability for faculty and students.

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