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Motivational Factors in Adherence to Educational Technology Policies
Despite the fact that we live in a dynamic era of educational technology where policy changes overshadow everything, institutions are adapting to these changing realities by amending their previously adopted policies, which have received mixed reactions from students who either seek to adopt enthusiastically or vehemently resist. This study critically examines the psychology underlying individual adherence, seeking to reveal the motivational forces steering the course of compliance or rebellion. With the impending integration of artificial intelligence (AI) in education, particularly the proposed AI policy for Fall 2024 at FIU, it becomes important to understand how people react in such situations. Based on Psychological Reactance Theory, this literature review examines the relationship between perceived freedom, motivation and policy compliance.
Chan (2023) highlights ten essential elements of responsible AI practices that can be incorporated into higher education The study focuses on aspects like reassessing assessments, developing holistic competencies, and addressing privacy risks. In accordance with the literature review’s emphasis on motivational factors related to policy adherence, Chan’s study offers some practical insights on how students’ motivations can influence their attitudes towards changes in the technology policies concerning AI integration. In general, it enhances the study of psychological aspects in students’ perceptions about policy changes.
The study by Thomas K. F. Chiu (2023) explores the impact of Generative AI (GenAI), specifically ChatGPT and Midjourney, on educational practices, policies, and research directions. The findings reveal significant shifts in teacher and student perspectives on learning outcomes, assessment approaches, teacher skills, and administrative tasks. Importantly, the study identifies key themes such as changes in student learning, teacher development, assessment methods, and administrative work. These insights are crucial for understanding the evolving landscape of education. They can contribute to shaping policies related to the integration of AI in educational settings, aligning with the broader context of educational technology policies.
The literature review highlights the significance of responsible AI integration in higher education, drawing practical insights from Chan’s study on critical areas and transformative shifts in education practices and policies in Chiu’s study on the impact of Generative AI, collectively underpinning Psychological Reactance Theory among student responses to imminent incorporation of AI.
References
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning.
International journal of educational technology in higher education,
20(1), 38.
Thomas K. F. Chiu (04 Sep 2023): The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney, Interactive Learning Environments.