The Impact of Formative Assessment Factors on Students’ Motivation in the Age of Artificial Intelligence: A Case Study in a Vietnamese Higher Education Institution

Abstract

Motivation is an influential factor in the teaching-learning situations (Filgona et al., 2020); moreover, it is a key determinant of effective learning outcomes. In learning, formative assessment provides teachers with more frequent evidence of students’ mastery of standards, it helps them make useful instructional decisions. In this way, formative assessment is designed to improve students’ academic progress (Stiggins, 2005). This paper aims to investigate how formative assessment influences students’ motivation at a university in Vietnam amid the backdrop of artificial intelligence (AI) integration in education. A theoretical framework of formative assessment and motivation in learning was used in this descriptive study. Employing a quantitative approach, the study utilizes a questionnaire to collect data from 402 students of the Faculty of Foreign Languages at this university. The research explores students’ experiences and perceptions regarding formative assessment and AI-supported feedback mechanisms. Preliminary findings indicated students’ motivation were influenced by six factors relating to formative assessment, namely Feedback, Peer assessment, Classroom activities, Use of AI, Teacher’s role, and Learning environment. These six factors collectively enhance students’ motivation by cultivating active participation, self-directed learning, and a belief in improvement - essential elements for consistent academic progress and achievement, in which such factors as Use of AI, Teacher’s role, and Classroom activities have the highest positive impacts on students’ motivation. The study also offers some recommendations on formative assessment to promote motivation in learning of students of the Faculty of Foreign Languages at the university.