SynthesisFrontiers in psychology2026
Effects of generative artificial intelligence on students' learning motivation: evidence from a meta-analysis.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
4 authors.
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Abstract
Background: The use of generative artificial intelligence (GenAI) in the education setting has expanded quickly. GenAI may enhance learning motivation by providing immediate feedback, adaptive support, and multimodal resources, yet empirical findings remain inconsistent. Aims: To address the controversy of current studies, a meta-analysis was conducted to examine the overall effect of GenAI on students' learning motivation and test whether effects differed across study contexts. Methods: A random-effects meta-analysis synthesized 56 effect sizes from 42 controlled experimental and quasi-experimental studies involving 6,059 participants. Moderator analyses assessed variation by educational level, cultural context, subject domain, and device type. Results: The random-effects model showed a positive average effect of GenAI on students' learning motivation (Hedges' Conclusions: GenAI-supported learning is associated with higher learning motivation on average; however, the substantial heterogeneity suggests that its motivational benefits are not uniform across educational contexts. Future research should identify the instructional, learner, and contextual conditions under which GenAI can most effectively support students' motivation.
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