title: Motivation factors for students using Generative AI

authors: Sheridan, Brendan Daniel

subjects: Academic Integrity

abstract: Generative Artificial Intelligence (GenAI) has caused a shift in approaches to assessment and academic integrity in tertiary institutions. Recent research internationally and within Australasia underscores the need for responsible GenAI conduct and preparation for a future where work and education are shaped by GenAI technologies. However, ethical considerations often need to be made based on the impact on human research, intellectual property rights, and AI literacy in higher education. Academic integrity and ethical considerations should be used to balance hasty approaches to GenAI to ensure tertiary institutions provide inclusive learning opportunities. All of these impact on the need to understand what motivates student use of GenAI. Using the framework proposed by Bouteraa et al. (2024) as a model, this presentation applies data and results from recent literature to explore the factors which motivate use of Generative AI in a tertiary education context. These factors consist of Performance Expectancy, Effort Expectancy, Technological Self-Efficacy, Educational Self-Efficacy, Integrity, and Personal Anxiety. The presentation highlights what factors make students likely to use Generative AI, what factors demotivate use, and how motivation and demotivation do not always produce a desired outcome.

text: Motivation factors for students using Generative AI Generative Artificial Intelligence (GenAI) has caused a shift in approaches to assessment and academic integrity in tertiary institutions. Recent research internationally and within Australasia underscores the need for responsible GenAI conduct and preparation for a future where work and education are shaped by GenAI technologies. However, ethical considerations often need to be made based on the impact on human research, intellectual property rights, and AI literacy in higher education. Academic integrity and ethical considerations should be used to balance hasty approaches to GenAI to ensure tertiary institutions provide inclusive learning opportunities. All of these impact on the need to understand what motivates student use of GenAI. Using the framework proposed by Bouteraa et al. (2024) as a model, this presentation applies data and results from recent literature to explore the factors which motivate use of Generative AI in a tertiary education context. These factors consist of Performance Expectancy, Effort Expectancy, Technological Self-Efficacy, Educational Self-Efficacy, Integrity, and Personal Anxiety. The presentation highlights what factors make students likely to use Generative AI, what factors demotivate use, and how motivation and demotivation do not always produce a desired outcome.

year: 2025-09-05

title: Embodied geographies of food, belonging and hope in multicultural Hamilton, Aotearoa New Zealand

authors: Johnston, Lynda

subjects: food

abstract: This article focuses on embodied geographies of food, belonging and hope for a group of migrant women in the small city of Hamilton, Aotearoa New Zealand. We explore the complex nature of multiculturalism as it is produced via place and food-sharing. Interviews and cooking sessions with 11 migrant women in Hamilton, each from a different country, prompted a range of emotions highlighting the numerous ways in which migrant women feel that they belong, or do not belong, to their ‘old home’, and their ‘new home’. Furthermore, the sharing of food and feelings helps establish affective ties between women migrants – across ethnic differences – and to the place of Hamilton. These hopeful intercultural encounters – discussed and digested in kitchens – are moments of reciprocity and mutual recognition between ethnically and culturally ‘different’ women. This account provides a means of not only highlighting the difficulties that migrant women face, but also the possibilities of multicultural place sharing.

text: Embodied geographies of food, belonging and hope in multicultural Hamilton, Aotearoa New Zealand This article focuses on embodied geographies of food, belonging and hope for a group of migrant women in the small city of Hamilton, Aotearoa New Zealand. We explore the complex nature of multiculturalism as it is produced via place and food-sharing. Interviews and cooking sessions with 11 migrant women in Hamilton, each from a different country, prompted a range of emotions highlighting the numerous ways in which migrant women feel that they belong, or do not belong, to their ‘old home’, and their ‘new home’. Furthermore, the sharing of food and feelings helps establish affective ties between women migrants – across ethnic differences – and to the place of Hamilton. These hopeful intercultural encounters – discussed and digested in kitchens – are moments of reciprocity and mutual recognition between ethnically and culturally ‘different’ women. This account provides a means of not only highlighting the difficulties that migrant women face, but also the possibilities of multicultural place sharing.

year: 2011

title: Cultural Conversations in a Counselling Context

authors: Harkness, Jane

subjects: counselling

abstract: This research project focuses on counselling practice with Māori women who have engaged in counselling in relation to overcoming the effects of both historic and recent sexual abuse. The researcher / counsellor is pakeha. The counsellor / researcher, researches her practice and its possible effects through research interviews with three women. The project offers a reflection on her practice ethics and on what she learns from the women. In particular, she explores the intentions and effects of an orientation to counselling that includes offering and taking up conversations about aspects of cultural identity. She explores the effect of the counselling conversations where aspects of ethno-cultural identity have been included on the women‟s sense of identity. She explores what she draws on as a Pakeha counsellor when offering and taking up conversations about aspects of cultural identity. She also explores the effects of offering and taking up conversations about aspects of cultural identity for the work of counselling. The project shows the researcher‟s responses to the research meetings and the learning she takes to her ongoing counselling practice.

text: Cultural Conversations in a Counselling Context This research project focuses on counselling practice with Māori women who have engaged in counselling in relation to overcoming the effects of both historic and recent sexual abuse. The researcher / counsellor is pakeha. The counsellor / researcher, researches her practice and its possible effects through research interviews with three women. The project offers a reflection on her practice ethics and on what she learns from the women. In particular, she explores the intentions and effects of an orientation to counselling that includes offering and taking up conversations about aspects of cultural identity. She explores the effect of the counselling conversations where aspects of ethno-cultural identity have been included on the women‟s sense of identity. She explores what she draws on as a Pakeha counsellor when offering and taking up conversations about aspects of cultural identity. She also explores the effects of offering and taking up conversations about aspects of cultural identity for the work of counselling. The project shows the researcher‟s responses to the research meetings and the learning she takes to her ongoing counselling practice.

year: 2008