Latent motivations in educational technology: projective techniques for AI-driven learning tools

Document Type

Article

Source of Publication

Interactive Learning Environments

Publication Date

1-1-2025

Abstract

Emerging educational technologies demand designs that align with users’ deeper, often unspoken needs. This study explores the effectiveness of projective techniques, particularly visual metaphors, in revealing latent motivations within educational technology design. Through a qualitative approach, thirty participants were engaged in semi-structured interviews enriched by projective methods to uncover the subconscious elements shaping their educational experiences. The findings revealed that learners prioritize global identity, personal achievement, social cohesion, and aspirations for the future over purely academic concerns–dimensions often overlooked by traditional design methods. By incorporating these insights, this study presents a framework for improving AI-driven educational tools, making them more sensitive to the socio-emotional dimensions that influence user engagement. The research highlights the potential for a more intuitive, human-centered approach to educational technology design, informed by the deeper psychological and emotional facets uncovered through projective techniques.

ISSN

1049-4820

Publisher

Informa UK Limited

Disciplines

Computer Sciences | Education

Keywords

AI-driven tools, Educational technology design, human-centered AI, projective techniques, socio-emotional learning, user motivations

Scopus ID

105000551776

Indexed in Scopus

yes

Open Access

no

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