Learning: Many Chinese students are motivated and not fun to learn AI because of “guilt and shame”
Just because Gen Z is leading the fees by integrating AI tools into school work doesn’t mean they want to be real.
new study It was published in the journal this week The science of learning It turns out that many university students in China use AI tools, not because of their interest or fun, but because they feel embarrassed under pressure.
AI is becoming a rapidly growing application for higher education, with younger generations coming straight ahead. Over 60% We reported that we are using AI to learn Gen Z.
However, the ubiquitousness of AI in Gen Z’s College Lives does not tell a complete story about how students feel about technology integration in the classroom. Chinese researchers have found that they are motivated to learn to use technology because they have less motivation to use AI for essential motivation, or enjoy it or get something.
“This meant that many students learned AI primarily from guilt and shame, not for personal enjoyment,” the study author wrote.
With more institutions aware of the uses of AI, students feel the need to keep up with changing educational environments. Chinese students in particular may be afraid of “losing their faces” around their peers.
“As a result, concerns about maintaining self-image could drive students to prioritize introspective regulations in AI learning.
Exogenous and Intrinsic Motivation for Using AI
However, as AI has transformed the labor market, the pressure to learn these tools has increased among young people preparing to enter employees, contributing to the exogenous motivation to use AI.
“Many students are in a position to recognize that the future of employment and livelihoods is somewhat dependent on understanding what AI is and how it is used,” he said. luck.
In fact, Microsoft layoff totals this year It expanded to 15,000 In July, the tech company emitted 9,000 workers as part of its ongoing efforts to streamline operations by adopting AI.
However, students who are driven to use AI by external factors may miss out on other opportunities that their inherently motivated peers use, Aguilar explained.
“They may not be pushed to understand the deeper reasons why different AI technologies work in their way,” he said. “On the other hand, if they are more inherently motivated, they want to get into the weeds, but they actually want to dig deeper.
“That’s how you can get a leader who really understands what the next wave of innovation, or what (ethical) means,” he added.
The use of AI in higher education is Determined by government and school policiesAguilar argued that educators are ultimately making important statements in shaping the reasons students want to use AI.
and Mixed evidence By increasing productivity and solving problems, instructors should consider ways to expose students to AI tools that help them develop essential motivations for using technology.
For example, can AI technology allow students to think critically, not only give answers?
“It helps them to really design their own learning environment and use AI to delve deeper and get excited by the problems they are trying to teach,” he said. “In contrast to feeling forced to use the latest technology that helps them get jobs and things like that.”