The Analysis of ChatGPT Usage Impact on Learning Motivation Among Graduate in Johor

Abstract

The widespread integration of artificial intelligence (AI) in education has significantly reshaped how university students interact with learning materials and complete academic tasks. Among AI tools, ChatGPT has become one of the most frequently used platforms, particularly due to its ability to generate explanations, summarise content, and provide writing assistance. This study examines the impact of ChatGPT usage on learning motivation among university students in Johor. A quantitative survey involving 209 students from public university was conducted to analyse how frequently students use ChatGPT and how such usage influences their learning motivation. Data were collected through online questionnaires using adapted instruments measuring ChatGPT usage (10 items) and learning motivation (9 items) on a 5-point Likert scale. The findings reveal a significant positive correlation between ChatGPT usage and learning motivation (r = 0.676, p < .001), indicating that students who frequently utilise ChatGPT tend to demonstrate higher academic motivation. The mean score for ChatGPT usage was 3.77, while learning motivation scored 3.68, suggesting moderately high engagement levels. Reliability analysis confirmed the internal consistency of both constructs (α = 0.868 for ChatGPT usage; α = 0.887 for learning motivation). Despite these positive outcomes, the study acknowledges potential risks of excessive reliance on AI tools, which may compromise independent learning skills. The study's implications suggest that ChatGPT should be positioned as a supportive learning tool rather than a primary source of academic output. Recommendations include establishing guidelines for responsible AI use and strengthening digital literacy programmes within Malaysian universities.