Exploring the Role of Task Value in Online Learning Motivation and ChatGPT Use

Abstract

The expansion of online education and generative artificial intelligence (GenAI) has created new opportunities for university students to engage with learning in different ways. Among these developments, ChatGPT has become increasingly relevant as a tool for academic support, although its use is closely connected to how students perceive and engage with their learning. This study aimed to investigate the relationships between task value, online learning motivation, and ChatGPT use among university students. A quantitative approach was adopted, using an online questionnaire comprising four sections covering demographic profile, task value, online learning motivation, and ChatGPT use. Data were collected from undergraduate students at a public university in Malaysia. The findings showed that students generally placed importance on their course learning, while task value was strongly associated with both online learning motivation and ChatGPT use. Students also demonstrated a tendency to evaluate ChatGPT-generated responses critically by checking information and seeking alternative sources. In addition, instructor support emerged as an important aspect of the online learning experience, particularly the provision of clear and timely responses. These findings indicate that students’ perceptions of learning value, critical engagement with AI-generated content, and continued instructor involvement are important considerations in online learning. The study highlights the need for purposeful integration of ChatGPT that complements, rather than replaces, instructional support and students’ active learning.