ISEDJ

Abstract: As generative AI tools become increasingly embedded in education, work, and creative practice, understanding the psychological factors that shape their use is essential. This paper proposes a novel framework that integrates the Big Five personality traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) with three key organizational environment task-based motivations, (1) “It’s important not to fail”, (2) “The output can easily be seen to be correct”, and (3) “New ideas are valued”, which we use to explain how individuals interact with generative AI systems such as ChatGPT, DALL·E, and Grammarly. While prior research has explored demographic or task-type predictors of AI use, this paper proposes consideration of the individual user’s personality and motivation as core variables. We argue that personality traits moderate the likelihood, style, and depth of AI engagement for different types of organizational environment motivation. For example, an individual high in Openness would be drawn to generative AI when novelty is valued by the organization, but less motivated by situations where risk-avoidance is valued. Conversely, an individual high in Neuroticism would engage heavily with AI when failure must be avoided, but is less comfortable with creative ambiguity. Using Weick’s (1995) nascent theory approach we have developed a matrix of predicted AI use patterns across combinations of personality profiles and organizational environment motivations. This framework contributes to a more nuanced understanding of human-AI interaction by accounting for individual differences in personality, and has practical implications for the ethical, effective, and inclusive deployment of generative AI technologies.

Download this article: ISEDJ - V25 N1 Page 37.pdf

Recommended Citation: Firth, D., Laub, S., Kohl, L., Chen, F., (2027). Personality, Extrinsic Task Motivation, and the Use of Generative AI: A Framework for Understanding Human-AI Interaction. Information Systems Education Journal 25(1) pp 37-54. https://doi.org/10.62273/FRDJ9146