Purpose <p>This study examined the motivational impact of ChatGPT-generated formative quizzes in a first-year neuroanatomy course. While AI tools are increasingly used in medical education, their influence on learner motivation remains underexplored.</p> Methods <p>Students (<i>N</i> = 114) were grouped based on their engagement with AI-generated quizzes: full participation (Group A), partial participation (Group B), and no participation (Group C). Quizzes were created by ChatGPT using instructor-provided slides to ensure contextual relevance and accuracy of anatomical information. Student motivation was assessed using the Modified Neuroanatomy Motivation Questionnaire (NMQ), a validated instrument measuring self-efficacy, interest, and academic drive.</p> Results <p>A one-way ANOVA revealed a significant difference in motivation scores among groups (F(2,111) = 5.83, <i>p</i> = 0.0039). Post-hoc analysis showed that Group A reported significantly higher motivation than Group B (<i>p</i> = 0.003). No significant differences were found between Groups A and C or B and C. The effect size between Groups A and B was moderate (Cohen’s d = 0.70).</p> Conclusions <p>Consistent engagement with AI-assisted formative quizzes was associated with higher student motivation. However, partial use yielded no measurable benefit. These findings underscore the importance of sustained participation in AI-enhanced learning tools to support learner motivation in anatomy education.</p>