Evidence map›Paper›PMID 41798025›Full record

ArticleFrontiers in psychology2026

Does English proficiency matter? Testing its moderating role in the TAM for AI-enhanced MOOC adoption in vocational education.

Shuhua Hou, Xianhe Liu, Xiaoqing Shen, Chenyun Zhang, Dali Liu, Yang Wu

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PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Shuhua HouSchool of Higher Vocational Education, The Open University of Sichuan, Chengdu, China.
Xianhe LiuSchool of Foreign Languages, Shanghai Ocean University, Shanghai, China.
Xiaoqing ShenSchool of Engineering and Technology, The Open University of Sichuan, Chengdu, China.
Chenyun ZhangSchool of Education and Sport, Sichuan Vocational College of Health and Rehabilitation, Zigong, China.
Dali LiuSchool of Liberal Arts, Sichuan Winshare Vocational College, Chengdu, China.
Yang WuSchool of Liberal Arts, Sichuan Winshare Vocational College, Chengdu, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This study investigates whether English proficiency moderates core Technology Acceptance Model (TAM) pathways in the context of AI-enhanced English MOOCs for vocational students. Drawing on an extended TAM that links Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Behavioral Intention (BI), and Perceived Learning Outcomes (PLO), we surveyed 516 learners from a provincial AI-powered MOOC. Confirmatory factor analysis confirmed strong measurement properties (all factor loadings > 0.74, AVE > 0.57, CR > 0.80). Structural analysis revealed robust direct effects: PEOU → PU (

Indexed as

AI-enhanced MOOCsEnglish proficiencymoderation analysistechnology acceptance modelvocational education

Identifiers

PMID41798025
PMCPMC12960105

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.