Exploring the Psychological Impact of AI-Driven Personalized Learning Platforms on Students' Motivation in South-East Nigerian Universities

This study examines the psychological impact of AI-driven personalized learning platforms on student motivation in South-East Nigerian universities, addressing the gap in understanding how these tools affect learners in resource-constrained, culturally distinct contexts. Nigerian higher education faces challenges like overcrowded classrooms and limited infrastructure, which undermine student engagement. The study involved 431 participants (400 undergraduate students, 31 academic staff) from four South East Nigerian universities, selected via stratified and purposive sampling to represent diverse faculties and AI tool usage. A convergent parallel mixed-methods design was employed, using the Academic Motivation Scale, AI Perception and Psychological Impact Scale (Cronbach’s α=0.87), semi-structured interviews, and focus groups. Quantitative data were analyzed with SPSS, while qualitative data underwent thematic analysis. Findings indicate that frequent AI platform use enhanced intrinsic (M=5.8) and extrinsic motivation, supporting autonomy and competence but not relatedness (M=4.2). Isolation (65%) and cultural misalignment (52%) were prevalent, exacerbated by unreliable internet and data costs (70%). These findings highlight the need for culturally responsive, infrastructure-supported AI design to foster motivation.