L’intelligence artificielle (IA) : amie ou ennemie de la motivation des étudiants et étudiantes universitaires?

Abstract

In this paper, we reflect on classroom events and experiences surrounding the use of ChatGPT and other generative AI (GenAI) tools to support students’ learning. Self-determination theory is used as a lens to structure our reflections, allowing us to understand the ways in which ChatGPT can enhance or diminish students’ self-motivation by supporting or thwarting their basic psychological needs. Drawing on our experiences, as well as on findings from the emerging literature, we propose guiding principles for educators to enhance the motivational benefits of ChatGPT and GenIA while minimizing their negative impacts.