Document Type : Original Article
Authors
1 Ph.D in Educational Technology, Department of Educational Technology, Allameh Tabataba’i University, Tehran, Iran.
2 Ph.D candidate in Psychometrics (Assessment & measurement), Allameh Tabataba'i University, Tehran. Iran.
3 Master of General Psychology, Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran
Abstract
This study aimed to determine the effectiveness of an AI-based Automated Question Generation (AQG) tool (using the Gemini 2.5 Pro model) in teaching research methodology concepts on the academic engagement and autonomous motivation of male students at Zahedan University of Medical Sciences.
The research design was quasi-experimental, utilizing a pre-test/post-test format with a control group. The final statistical sample consisted of 47 students (22 in the experimental group and 25 in the control group) selected through multi-stage cluster random sampling. The experimental group participated in an educational intervention using the AI tool for eight 90-minute sessions. Data collection instruments included the Vallerand Academic Motivation Scale (1992) and the Reeve Academic Engagement Scale (2013).
Data analysis was performed using multivariate analysis of covariance (MANCOVA). The results indicated that after controlling for the pre-test effect, a significant difference existed between the two groups regarding the dependent variables (p<0.001). The use of the AI tool led to a significant increase in academic engagement and autonomous motivation within the experimental group. Based on the partial eta-squared index, the intervention accounted for 19% of the variance in academic engagement and 24% of the variance in autonomous motivation, demonstrating the strong impact of this technology.
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