<b>Reimagining AI Integration in Higher Education through a Motivational-Cognitive Model for AI-Augmented Learning.</b>

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education

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paper

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KAL

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fig

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This study introduces a new motivational-cognitive framework that examines how perceived intelligence and cognitive trust mediate the relationship between AI tool usage and AI-augmented learning. Drawing from expectancy-value theory and cognitive trust literature, we surveyed 356 university students across three developing countries (North Cyprus, the Democratic Republic of Congo and Nigeria).

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Creative Commons Attribution 4.0 International https://creativecommons.org/licenses/by/4.0/legalcode

This study introduces a new motivational-cognitive framework that examines how perceive

<b>Reimagining AI Integration in Higher Education through a Motivational-Cognitive Model for AI-Augmented Learning.</b>

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<b>Reimagining AI Integration in Higher Education: A Motivational-Cognitive Framework for AI-Augmented Learning</b>