Paper Type
Complete
Paper Number
PACIS2026-2140
Description
Generative Artificial Intelligence (GenAI) is transforming higher education, yet institutions face uncertainty about its integration given a dearth of understanding students’ contextual drivers for use. This paper presents a systematic review of 44 empirical studies examining students’ motivations and constraints in using GenAI tools for learning. Understanding these factors is critical, as current instructional design and assessment practices often rely on assumptions and concerns about misuse rather than evidence. The review highlights what motives students to use GenAI and the constraints they encounter, offering insights for educators to design informed teaching and learning strategies. By synthesising existing research, this study provides a foundation for policies and pedagogical approaches that promote responsible and ethical use of GenAI. Ultimately, the findings are a first step towards equipping higher education practitioners with the knowledge needed to align instructional design with accepted norms and standards, ensuring GenAI integration enhances learning rather than undermines it.
Recommended Citation
Jacobs-Basadien, Mariam M. and Pather, Shaun, "From Prompt to Pause: Student Motivations and Deterrents for Generative AI Use in Learning and Assessment" (2026). PACIS 2026 Proceedings. 17.
https://aisel.aisnet.org/pacis2026/is_education/is_education/17
From Prompt to Pause: Student Motivations and Deterrents for Generative AI Use in Learning and Assessment
Generative Artificial Intelligence (GenAI) is transforming higher education, yet institutions face uncertainty about its integration given a dearth of understanding students’ contextual drivers for use. This paper presents a systematic review of 44 empirical studies examining students’ motivations and constraints in using GenAI tools for learning. Understanding these factors is critical, as current instructional design and assessment practices often rely on assumptions and concerns about misuse rather than evidence. The review highlights what motives students to use GenAI and the constraints they encounter, offering insights for educators to design informed teaching and learning strategies. By synthesising existing research, this study provides a foundation for policies and pedagogical approaches that promote responsible and ethical use of GenAI. Ultimately, the findings are a first step towards equipping higher education practitioners with the knowledge needed to align instructional design with accepted norms and standards, ensuring GenAI integration enhances learning rather than undermines it.
Comments
04-DigitalLearning