Influence of Generative AI on Student Engagement and Motivation in Higher Education: A Study of Three Southern Districts of Punjab, Pakistan

Abstract

Generative Artificial Intelligence (GenAI) is a key educational technology and has the potential to revolutionize how educators and learners engage with the learning process in higher education. ChatGPT, Google Gemini, Microsoft Copilot, and other large language model-based applications of generative AI can offer personalized explanations, immediate feedback, academic support, brainstorming assistance, language correction, and interactive learning opportunities. These abilities can affect students' involvement and motivation, especially in the higher education setting where students are supposed to become more independent and self-regulated learners. This study aims to examine the impact of Generative AI on student engagement and motivation in Higher Education Institutions (HEIs) of three southern districts in Punjab, Pakistan: Multan, Bahawalpur, and Dera Ghazi Khan (DG Khan). The study draws its theoretical foundation from two basic theories: the theory of Self-Determination (Ryan & Deci) and the multidimensional theory of student engagement (Hidi & Kosson). The survey design employed is quantitative, cross sectional, the target population of the study is the students who are enrolled in public higher education institutions in three districts. The population of the study was 118400 students, and a sample of 384 students was selected based on the suggestions of Krejcie and Morgan (1970).   The study results indicated that there is a significant relationship between the main constructs of the study and that AI has a significant effect on students' engagement and motivation.