AI Chatbots as Reading Companions in Self-Directed Out-of-Class Reading: A Self-Determination Theory Perspective
Saved in:
| Title: | AI Chatbots as Reading Companions in Self-Directed Out-of-Class Reading: A Self-Determination Theory Perspective |
|---|---|
| Language: | English |
| Authors: | Mengru Pan (ORCID |
| Source: | British Journal of Educational Technology. 2026 57(4):1036-1064. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Computer Mediated Communication, Independent Reading, Psychological Needs, College Students, Foreign Countries, Man Machine Systems, Reading Instruction, Reading Motivation, Reading Improvement, Reading Achievement, Technology Integration |
| Geographic Terms: | China |
| DOI: | 10.1111/bjet.70002 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Self-directed learning (SDL) is pivotal for academic success and lifelong learning, in which motivation has been a major challenge, especially in the context of self-directed out-of-class reading. According to self-determination theory (SDT), the fulfilment of three basic psychological needs (BPNs)--autonomy, competence and relatedness--is key to autonomous motivation. However, it is hard to provide personalised support to BPNs in self-directed out-of-class reading. Generative artificial intelligence (GenAI), with its capacity for generative human-like outputs, makes the provision of personalised interactive support possible. This study thus examined how GenAI-powered chatbots can be utilised to serve as reading companions to fulfil BPNs in self-directed out-of-class reading. An online reading platform was developed, where students engaged in self-directed out-of-class reading. Sixty-nine students from two classes at a Chinese university were randomly assigned to two reading conditions: the experimental group (EG; N = 36) where students had access to a GenAI-powered chatbot as a reading companion on the platform; and the control group (CG; N = 33) where students did not have access to the GenAI-powered chatbot during reading. Multiple data sources were collected and analysed, including pre- and post-reading tests, pre- and post-questionnaires on reading motivation and self-directed out-of-class reading, log data on reading amounts and semi-structured interviews. The findings revealed that EG showed significant improvement in autonomous reading motivation and self-directed out-of-class reading. Reading performance did not differ between the two groups. This study offers valuable evidence on the efficacy of integrating GenAI chatbots into SDL through the lens of SDT. Pedagogically, educators can leverage GenAI technology to cater to students' BPNs, bolstering their SDL capabilities and academic achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508636 |
| Database: | ERIC |
| Abstract: | Self-directed learning (SDL) is pivotal for academic success and lifelong learning, in which motivation has been a major challenge, especially in the context of self-directed out-of-class reading. According to self-determination theory (SDT), the fulfilment of three basic psychological needs (BPNs)--autonomy, competence and relatedness--is key to autonomous motivation. However, it is hard to provide personalised support to BPNs in self-directed out-of-class reading. Generative artificial intelligence (GenAI), with its capacity for generative human-like outputs, makes the provision of personalised interactive support possible. This study thus examined how GenAI-powered chatbots can be utilised to serve as reading companions to fulfil BPNs in self-directed out-of-class reading. An online reading platform was developed, where students engaged in self-directed out-of-class reading. Sixty-nine students from two classes at a Chinese university were randomly assigned to two reading conditions: the experimental group (EG; N = 36) where students had access to a GenAI-powered chatbot as a reading companion on the platform; and the control group (CG; N = 33) where students did not have access to the GenAI-powered chatbot during reading. Multiple data sources were collected and analysed, including pre- and post-reading tests, pre- and post-questionnaires on reading motivation and self-directed out-of-class reading, log data on reading amounts and semi-structured interviews. The findings revealed that EG showed significant improvement in autonomous reading motivation and self-directed out-of-class reading. Reading performance did not differ between the two groups. This study offers valuable evidence on the efficacy of integrating GenAI chatbots into SDL through the lens of SDT. Pedagogically, educators can leverage GenAI technology to cater to students' BPNs, bolstering their SDL capabilities and academic achievement. |
|---|---|
| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.70002 |
