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The Use of Artificial Intelligence Applications and Its Relationship to Perceived Academic Achievement and Learning Motivation Among Secondary School Students in Abha City

Issue: Vol. 14 No. 3 (2026)
Pages: 837 -850
Published: 2026-09-27
DOI: 10.35696/ewr8hm23
PDF (Arabic)

Abstract

This study examined the relationship between secondary school students’ use of artificial intelligence (AI) applications and their perceived academic achievement and learning motivation in Abha, while also identifying key technical and educational challenges and proposing safe, effective strategies for improvement. Using a descriptive analytical approach and a questionnaire covering seven axes, data were collected from 400 students (200 male, 200 female). Findings revealed high levels of AI use (M=3.72, SD=0.71), perceived achievement (M=3.84, SD=0.68), and motivation (M=3.91, SD=0.65). Significant positive correlations emerged between AI use and achievement (r=.42, p<.001), AI use and motivation (r=.51, p<.001), and immediate feedback and motivation (r=.47, p<.001). Motivation showed no gender differences, though slight variations appeared across academic grades, with the regression model explaining 37.21% of variance in motivation (R²=.3721). The study highlighted challenges such as information accuracy, dependence on ready-made answers, and the need for training, underscoring the importance of structured support for effective AI integration.

Keywords

Artificial Intelligence Artificial Intelligence Applications Perceived Academic Achievement Learning Motivation Secondary School Students

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