Digitalization of Extracurricular Management Systems through AI and Behavioral Psychology

Abstract

Despite the rapid growth of educational technologies, smart campus systems often lack empirical validation regarding user motivation. This study assessed student engagement in extracurricular activities to establish quantitative user requirements for designing AI-integrated management platforms. A descriptive-quantitative research design was employed in a public senior high school involving 89 student respondents. Utilizing a survey method with a modified standardized questionnaire, baseline data was collected on how the psychological needs for autonomy, competence, and relatedness influence participation. The findings reveal that these fundamental psychological needs significantly impact engagement and serve as vital parameters for technology acceptance. Furthermore, students demonstrated minimal engagement in administrative leadership roles, highlighting an operational friction gap that artificial intelligence could effectively automate. The results emphasize that to sustain long-term involvement, software developers must engineer customizable user interfaces and gamified skill-tracking mechanisms that actively support independence, user capability, and digital social connection. Ultimately, educational institutions should deploy these empirically designed management ecosystems to foster user adoption, promote holistic student development, and ensure sustained participation in school organizations.