The impact of learning engagement on learning outcomes among public administration majors: the mediating role of digital literacy and the moderating role of AI tool acceptance.

Jihui Liu, Yan Qiao, Jianda Zhou, Chuhan Fu, Tongxin Wang, Xinnan Li, Renhe Wang

Abstract read

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. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing 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

0 citing papers in PubMed.

No citing paper in PubMed yet.

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

7 authors.

Jihui LiuCollege of Humanities and Social Sciences, Hebei Agricultural University, Baoding, China.

Yan QiaoSchool of Ethnology and Sociology, Minzu University of China, Beijing, China.

Jianda ZhouCollege of Humanities and Social Sciences, Hebei Agricultural University, Baoding, China.

Chuhan FuCollege of Humanities and Social Sciences, Hebei Agricultural University, Baoding, China.

Tongxin WangCollege of Humanities and Social Sciences, Hebei Agricultural University, Baoding, China.

Xinnan LiCollege of Humanities and Social Sciences, Hebei Agricultural University, Baoding, China.

Renhe WangCollege of Humanities and Social Sciences, Hebei Agricultural University, Baoding, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

To explore the relationship between learning engagement and learning outcomes among students majoring in public administration, and to analyze the mediating role of digital literacy in both, as well as the moderating effect of AI tool acceptance on learning engagement and digital literacy. This study employed the learning engagement scale, digital literacy scale, AI tool acceptance scale, and learning outcomes scale, surveying 400 students majoring in public administration. Data analysis was conducted using the PROCESS model in SPSS software and Mplus. The study found that learning engagement positively influenced learning outcomes (

Indexed as

AI tool acceptancedigital literacylearning engagementlearning outcomesUTAUT

Identifiers

PMID42359286

DOI10.3389/fpsyg.2026.1857564

PMCPMC13290915

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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.