Examining the Influence of Hedonic Motivation and Willingness to Use AI on Teacher’s Perceived Importance of Instructional Practices and Student Engagement

Authors

Jacob Sands, Pepperdine UniversityFollow

Abstract

The study investigates the relationship between teachers' hedonic motivation to use artificial intelligence (AI), their willingness to accept AI devices, and their perceptions of the importance of instructional practices and student needs. Using a quantitative, predictive, and non-experimental research design, the study aims to determine to what extent hedonic motivation and willingness to adopt AI devices predict teachers’ perceived importance of instructional practices and students. Data will be collected from teachers in Los Angeles County using subscales from the Artificial Intelligence Interaction Model (AIMM) to measure hedonic motivation and willingness to accept AI, and the Importance of Teaching Knowledge Scale (TKS) to assess perceptions of instructional practices and student importance. Multiple linear regression will be conducted to analyze these relationships. The study hypothesizes that teachers who find enjoyment in using AI and who are more open to adopting AI devices are more likely to perceive instructional practices and student needs as important. The findings have potential implications for AI integration in educational environments, informing future pedagogical strategies and educational policy development.

Recommended Citation

Sands, Jacob (2025) "Examining the Influence of Hedonic Motivation and Willingness to Use AI on Teacher’s Perceived Importance of Instructional Practices and Student Engagement," The Scholarship Without Borders Journal: Vol. 3: Iss. 2, Article 8.
DOI: https://doi.org/10.57229/2834-2267.1064
Available at: https://digitalcommons.pepperdine.edu/swbj/vol3/iss2/8