[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601530-105":59,"doc-detail-601530-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","bridging-motivation-and-ai-in-education-an-activity-theory-perspective","Bridging Motivation and AI in Education - An Activity Theory Perspective","","After the pandemic, research on Artificial Intelligence (AI) in education has grown, yet earlier work rarely addressed how to support students’ intrinsic motivation, vital for learning quality and knowledge retention. This cross-disciplinary review and critical discourse analysis uses Activity Theory (AT) to map relationships within the educational activity system, analyzing 69 Scopus articles from 2020 onward. Results highlight partial coverage (Subject-Tools, Tools-Object, Tools-Community) while Subject-Object remains underexplored, with practical and theoretical implications for sustaining motivation under AI implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bridging-motivation-and-ai-in-education-an-activity-theory-perspective/601530/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bridging-motivation-and-ai-in-education-an-activity-theory-perspective/601530.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research gap does the study identify about AI and education?","Question",{"text":112,"@type":113},"Most studies cover only some activity-system relationships, while the Subject-Object relationship—central to intrinsic motivation—remains largely unexplored.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which Activity Theory framework components does the study use?",{"text":117,"@type":113},"It examines relationships across Subject, Object, Instruments (Tools), Labour Division, Community, and Rules, with particular emphasis on Subject-Object.",{"name":119,"@type":110,"acceptedAnswer":120},"What practical implications are proposed regarding intrinsic motivation?",{"text":121,"@type":113},"The study suggests refocusing on intrinsic motivation by emphasizing epistemological needs, meaning, and learner choice, while evaluating benefits and risks in specific educational cases.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601530,1792798034,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Bridging Motivation and AI in Education: An Activity Theory  \nPerspective  \nInna Artemova 1  \n1 Universidad de Guadalajara, México, [artemova@suv.udg.mx](artemova@suv.udg.mx), [https://orcid.org/0000-0003-0909-8406](https://orcid.org/0000-0003-0909-8406)  \nABSTRACT  \nAfter the pandemic, research on Artificial Intelligence (AI) in the field of education has seen a significant increase globally. However, a few studies conducted before the pandemic addressed the problem of supporting intrinsic motivation in students, crucial for the quality of learning and knowledge retention. This study explores how this topic is covered in recent research , by conducting a cross-disciplinary literature review and critical discourse analysis under the theoretical framework of Activity Theory (AT). It aims to identify the coverage extension of all types of relationships between nodes in the educational activity system, with special attention to Subject (students) and Object, as this central relationship embodies the motive-driven nature of human activity. The analysis incorporated 69 articles from Scopus published from 2020 until now. The results demonstrate the coverage about only some relationships like: Subject-Tools (students' interaction with AI technology), Tools-Object (AI technologies development), and Tools-Community (adapting AI within an educational community). The Subject-Object relationship remains unexplored. Practical implications include refocusing on intrinsic motivation, emphasising epistemological needs, meaning, and choice. This involves evaluating the benefits and risks of AI in specific educational cases. Theoretical implications involve exploring how to sustain students' intrinsic motivation in the context of AI implementation.  \nKEYWORDS: intrinsic motivation, activity approach, Activity Theory, Artificial Intelligence, education  \n1. INTRODUCTION  \nThe integration of Artificial Intelligence (AI) in education has been significantly accelerated by recent pandemics, highlighting its utilities in various educational technologies such as learning analytics, educational data mining, and personalised learning experiences (Dogan et al. , 2023; Pantelimon et al. , 2021) . Innovations like chatbot technology (Deng & Yu, 2023) and generative AI (Crawford et al. , 2023) have proven essential in enhancing students' capacity to succeed by providing adaptive learning environments. Current research related to educational scholars addresses critical issues such as ethical concerns related to privacy and surveillance (Klimova et al. , 2023), the integrity of academic content in the age of AI-generated material (Aguayo et al. , 2024), and the practical challenges of adapting AI to support flexible teaching and learning activities (Yang et al. , 2023) . It is now recognized that AI's role has evolved from merely automating tasks to augmenting human capabilities in both learning and teaching, with systems capable of analysing extensive datasets to support intelligent decision-making (Ifenthaler & Schumacher, 2023) . These issues are addressed because immediate and practical challenges associated with integrating technology into education call for first attention. They intersect with academic processes that require urgent attention due to technological advances and whose results can be quickly observed in practice, such as the assessment of student knowledge, the design of learning environments, the protection of privacy, and the enhancement of student skills through data-driven processes. At the same time, there is a noticeable tendency in current studies on the integration of AI in education to omit pedagogical fundamentals in its development (Dogan et al. , 2023) and a need for an interdisciplinary perspective (Zhang & Aslan, 2021), leaving a range of relevant topics yet outside the scientific discussion. It  \nappears that a significant number of questions pertaining to pedagogical principles remain under-examined in the context of the appl","cbCaih6m4kPtyEnM","https://ap.wps.com/l/cbCaih6m4kPtyEnM","pdf",252502,11,"English","# Abstract\n# Introduction\n## Intrinsic motivation as a key driver in AI-supported learning\n## Activity Theory framework and relationship mapping\n## Gap identification in prior research","[{\"question\":\"What research gap does the study identify about AI and education?\",\"answer\":\"Most studies cover only some activity-system relationships, while the Subject-Object relationship—central to intrinsic motivation—remains largely unexplored.\"},{\"question\":\"Which Activity Theory framework components does the study use?\",\"answer\":\"It examines relationships across Subject, Object, Instruments (Tools), Labour Division, Community, and Rules, with particular emphasis on Subject-Object.\"},{\"question\":\"What practical implications are proposed regarding intrinsic motivation?\",\"answer\":\"The study suggests refocusing on intrinsic motivation by emphasizing epistemological needs, meaning, and learner choice, while evaluating benefits and risks in specific educational cases.\"}]","Bridging Motivation and AI in Education - An Activity Theory Perspective | PDF",1792092796,28]