Examining the impact of ChatGPT use on student engagement, critical thinking, and intrinsic motivation among students at Cadi Ayyad University, Morocco: A PLS-SEM study

Abstract

The rapid proliferation of generative artificial intelligence, particularly ChatGPT, is transforming the nature of teaching and learning in higher education. However, empirical evidence regarding its impact on key educational outcomes remains limited. This study examines the effects of ChatGPT use on students’ engagement in learning, critical thinking, and intrinsic motivation among students at Cadi Ayyad University in Morocco. This study adopted a quantitative research design involving a structured questionnaire administered to university students. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) to assess the reliability and validity of the measurement model and to test the proposed hypotheses. The results indicated that the use of ChatGPT has significant positive effects on student engagement, critical thinking, and intrinsic motivation. In particular, the strongest effect was observed between ChatGPT use and critical thinking. These results suggest that ChatGPT can be an effective educational tool when appropriately integrated into higher education. These findings provide practical implications for higher education institutions seeking to integrate generative AI. Universities should promote the pedagogically guided and ethical use of ChatGPT by encouraging students to critically evaluate AI-generated content, develop reflective learning practices, and strengthen engagement and motivation while avoiding excessive cognitive dependence on AI tools.