ARTIFICIAL INTELLIGENCE ANXIETY AND THE LEARNING MOTIVATION OF STUDENTS

Abstract

Artificial Intelligence (AI) has transformed our lives, affecting how we think, act, and interact with society. With the rise of these technologies, students need to understand, adapt, and develop AI-related skills for their future endeavors. This study utilized a descriptive-quantitative research design to explore the relationship between Artificial Intelligence Anxiety (AIA) and Learning Motivation among students of the College of Teacher Education at Saint Michael College of Caraga. It is anchored on the theory of reasoned action (Fishbein & Ajzen,1975) and supported by self-determination theory (Ryan & Deci, 2000). Data were collected from 199 students across various education programs using stratified random sampling, with instruments including an adapted version of the Artificial Intelligence Anxiety Scale (AIAS). Statistical analysis revealed moderate levels of AI anxiety predominantly influenced by AI Learning Anxiety, AI Job Replacement Anxiety, and Sociotechnical Blindness. The study found that these anxieties significantly influence students' learning motivations, with AI Learning Intention being the most affected. This research underlines the need for integrating AI education that addresses anxiety and enhances motivation among future educators. Primary recommendations include incorporating AI fundamentals in the curriculum to better prepare students for evolving educational demands.