Venera Prameswari

The Influence of ChatGPT Usage on the Learning Motivation of Social Studies Education Students at Universitas Negeri Semarang

Introduction

The influence of chatgpt usage on the learning motivation of social studies education students at universitas negeri semarang. Discover how ChatGPT impacts learning motivation in Social Studies Education students at Universitas Negeri Semarang. This study reveals a significant positive effect (56.9%), highlighting AI's role in enhancing student engagement and learning support. Digital literacy is key for optimal use.

Abstract

The use of artificial intelligence (AI) technology has become increasingly widespread in the field of education to support the learning process, including in enhancing students’ learning motivation. This study aims to analyze the effect of ChatGPT usage on the learning motivation of students in the Social Studies Education Program at Universitas Negeri Semarang. This research employs a quantitative method with a survey design and simple linear regression analysis. The findings reveal that the use of ChatGPT has a positive and significant effect on students’ learning motivation, with a contribution of 56.9%. The analysis is grounded in Self-Determination Theory and Expectancy-Value Theory, which emphasize that ChatGPT contributes to fulfilling basic psychological needs and enhancing expectancy for success and perceived task value. Thus, ChatGPT has proven to be an effective learning support tool that enhances students’ learning motivation. However, its use should be accompanied by sufficient digital literacy and academic guidance to optimize its benefits and minimize the risk of dependency.

Review

This manuscript addresses a highly pertinent and contemporary issue: the influence of ChatGPT usage on student learning motivation within the context of higher education. Given the rapid proliferation of AI technologies in academic settings, understanding their impact on student engagement is critical for effective pedagogical innovation. The study clearly outlines its objective to analyze this effect among Social Studies Education students, employing a quantitative methodology with a survey design and simple linear regression analysis. The core finding—that ChatGPT usage has a positive and significant effect on learning motivation, contributing a substantial 56.9%—highlights a robust relationship between the technological tool and student engagement. A significant strength of this research, as described, is its grounding in established psychological frameworks: Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT). The abstract effectively connects ChatGPT's utility to these theories, suggesting it fulfills basic psychological needs and enhances students' expectancy for success and the perceived value of academic tasks. This theoretical underpinning provides a clear rationale for the observed motivational gains. While the simple linear regression is suitable for establishing a direct effect, and the survey design is a common and practical approach, the reported findings appear theoretically well-supported, offering a coherent explanation for the positive impact on student motivation. In conclusion, the study presents strong evidence for ChatGPT's potential as an effective learning support tool capable of significantly enhancing student motivation. This has important practical implications for educational institutions and practitioners exploring the integration of AI. Commendably, the authors do not shy away from critical considerations, wisely pointing out the necessity of accompanying ChatGPT usage with sufficient digital literacy training and academic guidance. These caveats are crucial for maximizing the benefits of AI while simultaneously minimizing risks like over-reliance, thus enriching the study's overall contribution by providing a balanced perspective on responsible AI integration in education.

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