THE IMPACT OF AI-INTEGRATED STEAM PROJECT IMPLEMENTATION ON STUDENT MOTIVATION COMPARED TO TRADITIONAL TEACHING METHODS: A QUASI-EXPERIMENTAL STUDY

This quasi-experimental study compares the motivation of students using artificial intelligence (AI) and traditional pair project work in a high school learning environment. The study focused on meeting the growing need for AI tools to increase motivation or reduce internal involvement by facilitating cognitive efforts. Two training conditions were implemented: the experimental group performed projects using artificial intelligence (for example, chat, simulator and adaptive feedback), and the control group performed similar projects using traditional methods. Students ' motivation was measured through a modified intrinsic motivation questionnaire (5), which included interest/satisfaction, perceived competence, effort/significance, value/utility, perceived choice, and pressure/tension before and after the intervention. A quantitative analysis was carried out to study changes between participants and within the group from the point of view of motivational components. The results show that project work supported by artificial intelligence is associated with strong motivational results, in particular, the interest of students, their conscious competence and the value of educational tasks. In addition, the results show that changes in motivation depend on how AI is integrated, as over-reliance on AI can affect the regulation of effort and the perception of autonomy. The study also highlights the role of pressure and tension as an important factor in shaping motivational resilience in learning environments that support artificial intelligence. In general, the study includes scientifically based conclusions for the development of the project. M., in which artificial intelligence functions as a cognitive construct that supports students ' independent thinking instead of replacing it.

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