Abstract: Learning is a multi-layered psychological process involving the activation of motivation, information processing, reflection, and creative meaning making. The integration of artificial intelligence (AI) into learning environments has fundamentally altered both the forms of learning and the underlying psychological mechanisms. When interacting with intelligent systems, learners exhibit patterns of attention allocation, cognitive strategies, and self-regulatory behaviors that differ from those observed in traditional learning contexts. Empirical studies indicate that AI-generated feedback can enhance learners’ depth of understanding and psychological engagement; however, excessive reliance on such systems may weaken independent thinking and sustained motivation. These developments call for a re-examination of learning processes in technology-supported environments from the perspective of learning psychology. Drawing on psychological science, this article analyzes the psychological mechanisms of learning in AI-mediated contexts, with a particular focus on the interactive relationships among motivation, cognition, metacognition, and creativity. On this basis, the paper further explores possible directions for the theoretical development of learning psychology in the era of artificial intelligence.

Key words: Generative learning, Psychological mechanisms, Artificial intelligence, Learning psychology, Educational psychology