Not Just Answers: ChatGPT’s Expanding Role in Supporting Student Motivation

Abstract

This study investigated how college students’ use of ChatGPT has evolved from a tool for simply getting answers to one that supports motivation and learning engagement. Using a novel survey instrument based on Self-Determination Theory, we measured six types of motivation, three intrinsic, two extrinsic, and amotivation, across two cohorts of students (2023 and 2025). Results revealed statistically significant increases in both intrinsic and extrinsic motivation over time. While early use of ChatGPT focused on convenience and task completion, students increasingly reported using it to overcome mental blocks, build momentum, and stay engaged with their academic work. Follow-up analyses of repeat participants and comparisons by class standing suggest these trends reflect broader shifts in student engagement, not just cohort or experience differences. Cluster analysis revealed distinct motivational profiles, highlighting variation in how students incorporate ChatGPT into their academic routines. These findings suggest that as generative artificial intelligence becomes more familiar, accessible, and sophisticated, students are integrating it more deeply into their learning processes, not just for answers, but for sustained motivation and support.

Ähnliche Arbeiten