This quantitative, quasi-experimental study aimed to propose research-based AI constructivist learning activities by measuring students' self-perceptions of their critical thinking using the Motivational Strategies and Learning Questionnaire (MSLQ). The study utilized the input-experience-output framework to evaluate how these learning pursuits affected students' self-perceptions of their critical thinking, motivational orientation, and learning strategies. In the past, instructors implemented constructivist learning activities to develop their students' critical thinking. Lately, students have become interested in using AI tools, which are now prevalent on college campuses. This prevalence has resulted in very limited research-based constructivist learning activities using AI to guide instructors to enhance their curricula to prepare students for future careers. The researcher surveyed first-year college students to determine whether learners who engaged in constructivist learning activities using AI scored higher on their self-perceptions of motivational orientation and learning strategies than those who did not. With reference to the research question, the results indicated that students who participated in constructivist learning activities with AI exhibited better self-perceptions of their motivational orientation and learning strategies. Therefore, this study suggested several constructivist learning activities that use AI for instructors to help students improve their critical thinking. Simultaneously, the study concluded that these lessons engage students, make learning user-friendly, and encourage students to take ownership of their learning.