Frontiers in psychology · 2026
Effects of Gen-AI integrated science reading activity on primary school students' intrinsic reading motivation.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Wang Xueshen, Tian Shasha, Wei Yun
Аннотация
INTRODUCTION: Generative Artificial Intelligence (Gen-AI) can generate new content such as text, images, audio, and video based on users' needs. This study designed a Gen-AI integrated science reading activity to examine its effects on primary school students' intrinsic reading motivation.
METHODS: A mixed research design was adopted with sixth-grade students from a public primary school in central China. Two classes were randomly assigned to an experimental group (Gen-AI integrated reading) and a control group (traditional reading).
RESULTS AND DISCUSSION: Independent-samples t-tests showed no significant differences between the two groups in intrinsic reading motivation before the experiment. After the intervention, the experimental group showed greater improvement than the control group. ANCOVA results indicated that the Gen-AI integrated science reading approach had significant positive effects on intrinsic reading motivation. Semi-structured interviews further revealed that the approach can satisfy students' autonomy, competence, and relatedness from multiple aspects. In addition, the limitations and future prospects of this study were also discussed.
METHODS: A mixed research design was adopted with sixth-grade students from a public primary school in central China. Two classes were randomly assigned to an experimental group (Gen-AI integrated reading) and a control group (traditional reading).
RESULTS AND DISCUSSION: Independent-samples t-tests showed no significant differences between the two groups in intrinsic reading motivation before the experiment. After the intervention, the experimental group showed greater improvement than the control group. ANCOVA results indicated that the Gen-AI integrated science reading approach had significant positive effects on intrinsic reading motivation. Semi-structured interviews further revealed that the approach can satisfy students' autonomy, competence, and relatedness from multiple aspects. In addition, the limitations and future prospects of this study were also discussed.