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

Karimova G.Z. Kim Y.D. Goby V.P.
2025 Routledge

Interactive Learning Environments
2025 #33 Issue 8 5065 - 5079 pp.

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.

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

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Marketing and Economics Department, Westminster International University in Tashkent, Uzbekistan
KIMEP University, College of Business, Almaty, Bang, Kazakhstan
Zayed University, College of Communication & Media Sciences, Communication & Media Sciences Department, Dubai, United Arab Emirates

Marketing and Economics Department
KIMEP University
Zayed University

10 лет помогаем публиковать статьи Международный издатель

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