ArticleScientific reports2025
Impact of generative AI interaction and output quality on university students' learning outcomes: a technology-mediated and motivation-driven approach.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
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Who cites it
16 citing papers in PubMed.
- Research on the Impact of Generative Artificial Intelligence Usage Behavior on the Learning Outcomes of Higher Vocational Students.Behavioral sciences (Basel, Switzerland) · 2026Article
- Prompt engineering competence, knowledge management, and technology fit as drivers of educational sustainability through generative AI.Scientific reports · 2026Article
- GenAI-Supported Flipped Learning in Preservice Chemistry Teacher Education: Lesson-Design Performance, Learning Attitude, Self-Regulated Learning, and Critical Thinking Awareness.Behavioral sciences (Basel, Switzerland) · 2026Article
- How does artificial intelligence improve ophthalmology education outcomes?-The mediating role of learning motivation and self-efficacy.Frontiers in psychology · 2026Article
- The impact of artificial intelligence literacy on learning engagement among university students: the mediating role of psychological capital and the moderating role of professional identity.Frontiers in psychology · 2026Article
- Beyond usability: how AI tools shape design innovation ability among Chinese industrial design students.Frontiers in psychology · 2026Article
- Technology-enhanced learning frequency and perceived academic acceleration in AI-mediated digital learning environments: self-efficacy as an indirect pathway and learning motivation as a boundary condition.Frontiers in psychology · 2026Article
- Beyond technology acceptance: AI-application readiness and continuance intention among Chinese university students-a measurement-aware secondary analysis.Frontiers in psychology · 2026Article
- Multidimensional responses to generative AI in higher education: an integrative framework linking institutional governance, teaching practice, and student psychological adaptation.Frontiers in psychology · 2026Article
- The impact of artificial intelligence perception on university students' academic engagement: the mediating role of academic motivation and the moderating role of academic self-efficacy.Frontiers in psychology · 2026Article
- Generative AI-social media coordinated learning and university students' psychological well-being: dual pathways and the buffering role of perceived support.Frontiers in psychology · 2026Article
- The effect of generative artificial intelligence literacy on academic achievement: the mediating role of academic self-efficacy and the moderating role of critical thinking.Frontiers in psychology · 2026Article
- The chain mediating role of critical thinking and AI self-efficacy in GenAI usage competence and engineering students' creativity.Scientific reports · 2025Article
- Linking digital competence, self-efficacy, and digital stress to perceived interactivity in AI-supported learning contexts.Scientific reports · 2025Article
- Navigating the meta-crisis of generativity: adapting qualitative research quality criteria in the era of generative AI.Frontiers in research metrics and analytics · 2025Article
- Perceived satisfaction, perceived usefulness, and interactive learning environments as predictors of university students' self-regulation in the context of GenAI-assisted learning: an empirical study in mainland China.Frontiers in psychology · 2025Article
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2 authors.
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Abstract
This study investigates the influence of generative artificial intelligence (GAI) on university students' learning outcomes, employing a technology-mediated learning perspective. We developed and empirically tested an integrated model, grounded in interaction theory and technology-mediated learning theory, to examine the relationships between GAI interaction quality, GAI output quality, and learning outcomes. The model incorporates motivational factors (learning motivation, academic self-efficacy, and creative self-efficacy) as mediators and creative thinking as a moderator. Data from 323 Chinese university students, collected through a two-wave longitudinal survey, revealed that both GAI interaction quality and output quality positively influenced learning motivation and creative self-efficacy. Learning motivation significantly mediated the relationship between GAI output quality and learning outcomes. Furthermore, creative thinking moderated several pathways within the model, with some variations observed across the two time points. These findings provide theoretical and practical insights into the effective integration of GAI tools in higher education, highlighting the importance of both interaction and output quality in optimizing student learning experiences.
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