ArticlePloS one2026
Teacher support for generative AI use and design learning outcomes in fashion design education: A structural equation modeling study.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Abstract
The rapid integration of generative artificial intelligence (AI) in creative education necessitates empirical investigation of support mechanisms facilitating effective technology adoption and learning outcomes. This study examines the structural relationships among teacher support dimensions, generative AI usage behavior, creative design capability, and design learning outcomes in fashion design education contexts. Drawing on Technology Acceptance Model and Social Cognitive Theory, we developed and tested a chain mediation model using structural equation modeling with data from 500 fashion design students across 18 Chinese universities. Results revealed differential associations among teacher support dimensions and AI usage behavior, with technical support and pedagogical support demonstrating significant predictive relationships, while emotional support showed no significant direct association. AI usage behavior was significantly associated with creative design capability, which in turn predicted design learning outcomes. Mediation analysis revealed significant indirect pathways, with 62.3% of the total association between technical support and learning outcomes mediated through behavioral and cognitive variables. The findings challenge monolithic conceptualizations of educational support, demonstrating patterns wherein instrumental competencies exhibit stronger associations with AI tool adoption than affective dimensions. The validated chain mediation structure elucidates relationship pathways through which environmental support covaries with learning outcomes via behavioral activation and cognitive development. These findings inform evidence-based strategies for AI integration in creative education, emphasizing technical infrastructure development, sustained engagement frameworks, and process-oriented assessment approaches. The study contributes to technology-enhanced learning theory by establishing boundary conditions for support effectiveness in emerging technological contexts while providing actionable guidance for educational practitioners navigating the digital transformation of design education.
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