Influence of artificial intelligence on academic motivation in university students: A quasi-experimental study

Abstract

This study analyzes the influence of artificial intelligence (AI) on the academic motivation of Peruvian university students, in a context of educational transformation aimed at strengthening retention and academic success. The research was conducted using a quantitative approach and a quasi-experimental design. A non-probabilistic, intentional sample of 180 students was used. Validated instruments (α=0.92) were employed, and an intervention based on the use of generative and analytical AI tools such as ChatGPT, Gemini, and GeoGebra was implemented to promote autonomous learning and self-regulation. The results revealed a significant increase in motivation in the experimental group (76.1%) compared to the control group (13.3%), confirmed by Student's t-test (p< 0.001) and Wilcoxon's t-test (Z=-6.45; p<0.001). These findings demonstrate the potential of AI as an innovative pedagogical resource for fostering intrinsic motivation and student retention, providing useful evidence for strengthening institutional strategies and national programs aimed at improving quality, equity, and innovation in higher education.