The Dual Impact of AIGC Technology on College Students’ Learning Efficiency and Motivation: An Interview-Based Study

This study explores the dual impact of Artificial Intelligence-Generated Content (AIGC) technology on college students’ learning efficiency and motivation. Using a qualitative, interview-based approach, this research collected data from 10 students across various disciplines and academic years to assess both the benefits and challenges of AIGC use in academic contexts. The findings reveal that AIGC tools significantly enhance learning efficiency for most students (90%), primarily by reducing cognitive load and facilitating faster task completion. This efficiency gain allows students to focus more on higher-order cognitive tasks, such as critical analysis and creative problem-solving. However, the impact on learning motivation is mixed. While 60% of participants reported increased motivation due to reduced cognitive effort, 40% expressed concerns about over-reliance on automated outputs potentially undermining critical thinking and deep learning. Additionally, ethical and pedagogical challenges emerged as critical concerns, with 40% of students highlighting risks related to academic integrity and the potential for reduced independent thinking. These findings underscore the need for balanced integration of AIGC technology in educational settings, emphasizing the importance of digital literacy to mitigate the risks of over-dependence. This study contributes to the growing body of literature on educational technology, providing valuable insights for educators, policymakers, and technology developers seeking to optimize the use of AIGC in academic environments.