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Curiosity or Anxiety? G's Investigates the Relationship Between How People Learn Generative AI and Retention Rates

Published Jun 18, 2026 11:00 PM ・ Updated Jun 18, 2026 2:50 PM ・ 9 min read ・ Source: PR TIMES

G's, an engineering school run by Digital Hollywood, conducted a survey of 250 experienced generative AI learners across Japan. The study found that the skill retention rate for those motivated by 'curiosity' was approximately 1.7 times higher than for those driven by 'anxiety.' Furthermore, over half of the successful learners cited having a 'specific project they wanted to create,' confirming the importance of intrinsic motivation and practical opportunities.

G's, a school for engineers and entrepreneurs operated by Digital Hollywood Co., Ltd., which develops human resource training schools, universities, and graduate schools for IT and digital content, conducted a 'Correlation Survey on Motivation and Retention in Learning Generative AI' targeting 250 individuals aged 19-65 nationwide with experience in learning generative AI.

Background of the Survey

With the explosive spread of generative AI, information about its use has surged. Amid phrases like 'earn with AI' and 'be secure as an AI professional,' G's posed a question: 'Are people who start learning out of anxiety and impatience truly able to master AI?' This survey was conducted to test the hypothesis, based on 11 years of educational experience, that the difference in learning motivation, rather than skills or materials, determines whether learning becomes a true capability.

Survey Summary

- ① Motivations were 50% intrinsic, such as 'from curiosity and personal projects,' while 36% were extrinsic, such as 'from anxiety and impatience.' - ② Only 27% of those who started learning due to anxiety achieved skill retention, a clear difference compared to the 45% retention rate for those motivated by curiosity. - ③ The most common factor among those who successfully applied their learning was having a 'specific target to create or problem to solve' (53%).

Survey Overview

- Survey Conductor: G's - Survey Name: Correlation Survey on Motivation and Retention in Learning Generative AI - Survey Period: May 28, 2026 - June 2, 2026 - Target Audience: Men and women aged 19-65 nationwide - Survey Method: Online questionnaire - Sample Size: 250 individuals who have learned generative AI skills

Learning Triggers and Methods

Over 60% of learning triggers were external information, such as 'saw information in news/articles' (61 people) and 'saw information on SNS/YouTube' (50 people). The most common learning method was 'free videos on YouTube, etc.' (112 people), followed by 'online courses/schools' (106 people), indicating a trend of combining multiple methods.

Learning Motivation: 36% from 'Anxiety'

Classifying motivations revealed 50% 'curiosity-driven,' 36% 'anxiety-driven,' and 13% 'just because.' This suggests that the external atmosphere of 'jobs will disappear' and 'it's better to learn it' significantly influences many people's motivation.

- From curiosity/personal projects (n=126): 'Wanted to try an interesting technology,' 'Wanted to realize an idea.' - From anxiety/impatience (n=89): 'Feared my job would be eliminated,' 'Didn't want to be left behind by the times.'

Learning Content and Motivation Differences

The top learning contents were 'methods for improving work efficiency using generative AI' (113 people) and 'how to operate specific generative AI tools' (101 people). Open-ended responses clearly showed the difference in motivation: curiosity-driven learners said 'I was purely interested,' while anxiety-driven learners expressed 'I didn't want to be left behind by the times' and 'I wanted to know the identity of the enemy trying to take our jobs.'

Retention Rate Gap: Only 1 in 4 for Anxiety-Driven Learners

Only 27% of those who started learning out of anxiety (n=89) reported that they were 'specifically incorporating what they learned into their work and life.' In contrast, 45% of those motivated by curiosity (n=126) reported successful integration, a gap of about 1.7 times. It has become clear that why one learns, rather than what one learns, determines the outcome.

Key to Success: Having 'Something to Create'

The top reason among those who felt they successfully applied their learning (n=193) was 'having a specific target to create or problem to solve' (53%). Conversely, the top reason for those who did not succeed (n=57) was 'not having an opportunity or place to practice after learning' (40%). The presence or absence of a practical purpose was the dividing factor.

Conclusion

This survey provided data to back up the long-held feeling in the education field that 'learning started from anxiety does not stick.' With a proliferation of AI schools and alarmist rhetoric, over 30% of people are starting to learn due to external pressure. However, such learning tends to be temporary. G's believes that AI is not a skill, but 'a tool to give shape to curiosity.'

FACT BOX

Source: PR TIMES
Category: Survey