The Study on the Relationship Between Using ChatGPT to Create Stories and the Learning Motivation and Psychological Factors of Learning Experience in 8th Grade Students

Abstract

With the advent of the Fourth Industrial Revolution, integrating AI tools into educational activities has become a popular topic. This study explores the use of ChatGPT by eighth-grade students to create stories, examining the relationships between ChatGPT self-efficacy, frustration in operating ChatGPT, interest in learning with ChatGPT, flow, and the intention to continue using the tool. Additionally, it analyzes how students' background variables regarding ChatGPT usage experience influence these constructs. The participants were 225 eighth-grade students from the school where the researcher teaches. Data were collected through course activity experiences and post-activity questionnaires. Structural equation modeling (SEM) was used to test the hypotheses, and independent sample t-tests were conducted to analyze whether different background variables significantly affected the constructs. The results showed that ChatGPT self-efficacy significantly reduced frustration in operating ChatGPT and significantly increased interest in learning with the tool. Furthermore, frustration in operating ChatGPT had a significant negative impact on flow, while learning interest had a significant positive impact on flow. Flow, in turn, showed a significant positive effect on the intention to continue using the tool. However, no significant differences were found in the five constructs among students with varying ChatGPT usage experiences.