BRIEF RESEARCH REPORT article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1626802
This article is part of the Research TopicReimagining Higher Education: Responding Proactively to 21st Century Global ShiftsView all 9 articles
Instructional Affect and Learner Motivation in Generative AI-Restrictive and Permissive Classrooms
Provisionally accepted
- University of the Philippines Diliman, Quezon City, Philippines
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This study investigates the impact of classroom policies on generative artificial intelligence (AI) on students' instructional affect and motivation within a Philippine higher education context. It compares student experiences in generative AI-permissive versus AI-restrictive sections of a university-level Public Speaking and Persuasion course. Using quota sampling, 156 undergraduate students were surveyed via validated instruments: McCroskey's Instructional Affect scale and Jones' MUSIC Model of Motivation Inventory. Results reveal that students in AI-permissive classrooms reported higher levels of positive instructional affect, expressed as greater trust and engagement with both instructors and course content, alongside greater motivation across the MUSIC dimensions (eMpowerment, usefulness, success, interest, and caring). Conversely, restrictive environments were associated with lower instructional affect and motivation, potentially stifling engagement and perceived autonomy. The findings underscore the significance of clear, supportive generative AI policies that foster student agency and positive emotional responses, while addressing ethical concerns. The study also provides actionable insights for educators and policymakers to design classroom environments that optimize the benefits of generative AI, enhance student motivation, and maintain academic integrity in the evolving landscape of higher education.
Keywords: instructional communication, Generative AI, Affect, Learner motivation, Classroom policy
Received: 11 May 2025; Accepted: 18 Aug 2025.
Copyright: © 2025 Sumilong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Marielle Justine Sumilong, University of the Philippines Diliman, Quezon City, Philippines
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