Resumen
Artificial intelligence has been attracting the attention of educational researchers recently, especially ChatGPT as a generative artificial intelligence tool. The context of generative artificial intelligence could impact different aspects of students? learning, such as the motivational aspect. The present research intended to investigate the characteristics of students? task motivation in the artificial intelligence context, specifically in the ChatGPT context. The researchers interviewed 15 students about their experiences with ChatGPT to collect data. The researchers used inductive and deductive content analysis to investigate students? motivation when learning with ChatGPT. To arrive at the categories and sub-categories of students? motivation, the researchers used the MAXQDA 2022. Five main categories emerged: task enjoyment, reported effort, result assessment, perceived relevance, and interaction. Each category comprised at least two sub-categories, and each sub-category was further organized into codes. The results indicated more positive characteristics of motivation than negative ones. The previous results could be due to the conversational or social aspect of the chatbot, enabling relationships with humans and enabling the maintenance of good quality conversations with them. We conclude that a generative AI could be utilized in educational settings to promote students? motivation to learn and thus raise their learning achievement.