AI-Supported Preparation, Confidence, and Motivation in Moroccan Students’ Collaborative Learning

Abstract

This exploratory descriptive study examines how university students report using generative artificial intelligence (AI) to prepare their contributions before sharing them with peers, and how they perceive its role in their confidence and motivation during team-based coursework. A 26-item online questionnaire was completed by 42 students at Ibn Tofail University, Morocco. Data was analyzed descriptively, and three multi-item scales showed good internal consistency (? = .80 to .86). All findings reflect students’ self-reported perceptions; no collaborative task was observed. Most students reported using AI often or always for academic work (69%) and in team projects (57.1%). Two-thirds (66.7%) reported at least one form of AI-supported preparation: rehearsing arguments, checking language, or checking whether an idea is sound. About half attributed greater confidence to AI, and between 50% and 64.3% reported motivational benefits. Only 21.4% felt less confident when peers used AI more effectively, whereas 66.7% said that teammates’ AI use motivated them, and 45.2% reported lower motivation when AI does too much of the work. The study identifies a preparatory stage of AI use that deserves attention from researchers and teachers.