Intelligent Tools, Inspired Minds: AI-Based Learning-Tool Use, Academic Performance, and Learning Motivation Among Nursing Students

The increasing use of artificial intelligence (AI)-based learning tools in education presents both opportunities and challenges for nursing students. This descriptive-correlational study described AI-based learning-tool use, official General Weighted Average (GWA), and learning motivation among 312 Bachelor of Science in Nursing (BSN) students across first- through fourth-year levels at Capitol University, Cagayan de Oro City, and examined the associations of AI utilization with academic performance and learning motivation. Proportionate stratified sampling was employed, and data were analyzed using mean, standard deviation, and Pearson’s correlation. Daily AI use was predominant, with ChatGPT universally utilized, while most students reported 1–5 hours of daily use. AI-utilization scores were significantly associated with lower (better) GWA (r = −.32, p < .001), identified regulation (r = .52, p < .001), intrinsic motivation (r = .46, p < .001), introjected regulation (r = .34, p < .001), and external regulation (r = .21, p = .001). These findings indicate associations rather than causal effects and may support further evaluation of responsible AI use and appropriate academic guidance in nursing education.