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Motivación académica y el uso de la inteligencia artificial generativa : una revisión sistemática de la literatura
(Universidad EAFIT, 2026-05-25) Morales Madrid, Santiago Alexander; Manrique Tisnes, Horacio
Generative artificial intelligence (AI), through tools like ChatGPT and DALL·E, has transformed the educational field, but by facilitating academic tasks, it raises questions about its impact on motivation (Gallent Torres et al., 2023). The main concern, grounded in frameworks such as Self-Determination Theory, is that using AI as a "shortcut" may reduce personal effort, thereby affecting students' perception of competence and autonomy—crucial factors for a genuine interest in learning. From this, a central question arises: does the use of AI reflect a pre-existing lack of motivation, or, on the contrary, is it altering the dynamics of engagement with learning? This project seeks to synthesize existing scientific evidence on these dynamics to provide new insights into the understanding of this relationship, within a context where specialized literature is growing exponentially and educational institutions face the challenge of balancing technology and effective learning (Sabzalieva & Valentini, 2023; Chassignol et al., 2018).