THE IMPACT OF ARTIFICIAL INTELLIGENCE–BASED PERSONALIZED LEARNING ON LEARNING MOTIVATION AND COGNITIVE ENGAGEMENT AMONG PRIMARY SCHOOL PUPILS

Abstract

This article examines the introduction of artificial intelligence (AI) technologies into primary education and their influence on pupils’ learning motivation and cognitive engagement from theoretical and practical perspectives. The limitations of traditional classroom instruction are compared with the potential advantages of AI-based adaptive learning environments. During the study, pupils’ intrinsic motivation, sustained attention, and information-processing speed were assessed in experimental and control groups. The reported findings suggest that AI technologies may strengthen pupils’ desire to learn, reduce their fear of making mistakes, and support the development of logical thinking.