Supplementary file 1_Effects of generative artificial intelligence on students' learning motivation: evidence from a meta-analysis.docx

GenAI may enhance learning motivation by providing immediate feedback, adaptive support, and multimodal resources, yet empirical findings remain inconsistent.</p>Aims<p>To address the controversy of current studies, a meta-analysis was conducted to examine the overall effect of GenAI on students' learning motivation and test whether effects differed across study contexts.</p>Methods<p>A random-effects meta-analysis synthesized 56 effect sizes from 42 controlled experimental and quasi-experimental studies involving 6,059 participants.

Moderator analyses assessed variation by educational level, cultural context, subject domain, and device type.</p>Results<p>The random-effects model showed a positive average effect of GenAI on students' learning motivation (Hedges' g = 0.764). However, heterogeneity was very high (I² = 93.7%), indicating substantial variation across study contexts. Exploratory moderator analyses suggested that effects were larger in higher education than in primary/secondary education, larger in collectivistic than individualistic contexts, larger in language learning than in other subjects, and larger when GenAI was used on mobile devices (MD) rather than computers.