International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 7 Issue 2
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Artificial Intelligence in Education: Assessing Student’s Creativity & Achievement Motivation

Author(s) Angelina Neha, Madhu Vanagondi
Country India
Abstract The integration of artificial intelligence (AI) into education has introduced transformative potential and challenges, particularly regarding students’ creativity and achievement motivation. This study explores AI’s influence on these factors among students from diverse academic fields—Management, Commerce, Arts, Social Sciences, and Science. Within these groups, AI usage will be assessed across three levels: low, moderate, and high. This research responds to emerging concerns that AI’s convenience may unintentionally reduce students’ creative engagement and intrinsic drive, as it allows tasks to be completed with minimal effort. Employing a quantitative approach, 400 students between 18 and 25 years of age will be purposely selected to capture a comprehensive picture across various disciplines. The study utilises standardized measures: the Nicolas Holt Creativity Test, The AI Usage Scale, and the Achievement Motivation Questionnaire. Through ANOVA and stepwise regression analysis, the study will assess AI’s impact on both creativity and achievement motivation, considering factors such as demographic differences and academic field. Findings aim to address a gap in understanding AI's role in shaping educational experiences, revealing insights critical for designing AI-supported learning environments that balance technological convenience with essential developmental outcomes. This research has the potential to contribute substantially to educational strategies by informing AI’s integration to optimize student motivation and creativity in academic settings.
Keywords Artificial Intelligence, Creativity, Achievement Motivation, Technology, Transformative
Field Sociology > Philosophy / Psychology / Religion
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-03-08
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E-ISSN 2582-2160
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