PERCEPTIONS OF AI-ASSISTED LEARNING MOTIVATION: A CASE STUDY ON GENDER DIFFERENCES IN A MALAYSIAN HIGHER EDUCATION CONTEXT

Abstract

The objective of this study is to understand how male and female students interact with artificial intelligence (AI) tools, the reasons why they use them, as well as how these tools influence their learning outcomes. A qualitative research design was adopted, and convenience sampling was used to select 10 students (5 male and 5 female) as the sample. Data was gathered via semi-structured interviews on students’ experiences with AI tools including the benefits, challenges and concerns. For data analysis, thematic analysis was conducted to identify students’ perceptions of AI and motivation using recurring themes and patterns. Both male and female students reported positive perceptions of AI tools, particularly when it comes to improving learning efficiency and academic success. These patterns are interpreted as context-specific perceptions arising from participants’ learning experiences rather than as fixed or universal gender characteristics. The challenges identified include privacy concerns and over-reliance on AI, which negatively impacted both intrinsic and extrinsic motivation. The present study is relevant to the limited research on gendered perceptions of AI tools in higher education, more specifically in the local higher education environment, highlighting insights on the use of AI tools to assist diverse learning needs. Results of this research can be used by educators, AI developers, and policymakers to develop a better understanding of how AI tools can be designed and applied for male and female students in an effective manner.

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