A recent study in the Science of Learning journal reveals many university students, especially in China, are adopting AI tools under pressure rather than genuine interest. While over 60% of Gen Z reportedly utilize AI for academic purposes, the motivation often stems from external factors, such as fear of judgment from peers. This “introjected regulation” leads students to engage with AI out of guilt rather than enjoyment or curiosity. As the job market increasingly values AI proficiency, students feel compelled to learn these tools, potentially missing out on deeper understanding that intrinsically motivated peers might gain. Experts, like USC professor Stephen Aguilar, emphasize that educators play a crucial role in fostering genuine interest in AI. By encouraging critical thinking and exploration of AI’s ethical implications, instructors can shift the focus from mere compliance to meaningful learning, empowering students to innovate and engage with technology in a more fulfilling way.
