Attentive Generative Artificial Intelligence Generates Learners’ Interest
##article.authors##
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Kaito Takashima
Graduate School of Human-Environment Studies, Kyushu University
https://researchmap.jp/takashimakaito
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Yuka Ohtake
Graduate School of Human-Environment Studies, Kyushu University
https://researchmap.jp/ohtakeyy
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Yuki Yamada
Faculty of Arts and Science, Kyushu University
https://researchmap.jp/YukiYamada
DOI:
https://doi.org/10.51094/jxiv.1032Keywords:
Interest, The Four-Phase Model of Interest Development, Generative AI, ChatGPTAbstract
In this study, we investigated whether interactions with generative AI can enhance learners’ interest during human learning processes. Thirty-six university students participated in an experiment where they read psychology-related columns and were assigned to all three intervention conditions: sharing impressions with an attentive generative AI, sharing impressions with an inattentive generative AI, or writing impressions alone. Emotional interest (preference for the topic) and cognitive interest (perception of the topic’s value) were measured before and after the intervention. Results indicated that interacting with an attentive AI significantly increased both emotional and cognitive interest in the topic.
Conflicts of Interest Disclosure
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Submitted: 2025-01-06 12:55:20 UTC
Published: 2025-01-14 08:00:47 UTC
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Kaito Takashima
Yuka Ohtake
Yuki Yamada
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
