1 citations · 1 across the 12 of their papers we have counts for
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Can AI Reduce Acculturative Stress? Exploring the Role of AI-Mediated Speaking Practice in Chinese International Students' Perceived Language Insufficiency, Social Isolation, and Academic Pressure
Bin Zou, Yijia Yuan, Chenghao Wang +1
This study examined whether AI-mediated speaking practice can reduce acculturative stress among Chinese international students in UK universities. Using a sequential explanatory mi…
Psychological Mechanisms of Generative AI Discontinuance Intention among Chinese K-12 Teachers
Yiran Du, Qian Chen, Huimin He
This study examines the psychological mechanisms underlying Chinese K-12 teachers' discontinuance intention toward generative AI. Drawing on the Cognition-Affect-Conation framework…
Examining University Students' Artificial Intelligence-Generated Content (AIGC) Verification Intention from a Protection Motivation Perspective
Yiran Du
Artificial Intelligence-Generated Content (AIGC) is increasingly used by students to support learning tasks, yet its outputs may contain inaccuracies, fabricated references, bias,…
The impact of coercive, normative, and mimetic Stress on Chinese teachers' continuance intention to use generative AI: An integrated perspective of the Expectation-Confirmation Model and Institutional Theory
Kunjie Jia, Kai Cui, Huimin He +1
This study investigates Chinese teachers' continuance intention to use generative artificial intelligence (AI) by integrating the Expectation-Confirmation Model with Institutional…
Examining discontinuance of AI-mediated informal digital learning of English (AI-IDLE) among university students: Evidence from SEM and fsQCA
Yiran Du, Huimin He
This study examined university students' discontinuance intention towards AI-mediated informal digital learning of English (AI-IDLE). Drawing on the cognition-affect-conation frame…
Why Learners Drift In and Out: Examining Intermittent Discontinuance in AI-Mediated Informal Digital English Learning (AI-IDLE) Using SEM and fsQCA
Yiran Du, Huimin He
This study examined intermittent discontinuance in AI-mediated informal digital learning of English (AI-IDLE) through the cognition-affect-conation framework. Survey data were coll…
A sequential explanatory mixed-methods study on the acceptance of a social robot for EFL speaking practice among Chinese primary school students: Insights from the Computers Are Social Actors (CASA) paradigm
Yiran Du, Jinlong Li, Huimin He +2
This study investigates Chinese primary school students' acceptance of a social robot for English-as-a-foreign-language (EFL) speaking practice through a sequential explanatory mix…
Examining EAP Students' AI Disclosure Intention: A Cognition-Affect-Conation Perspective
Yiran Du, Huimin He
The growing use of generative artificial intelligence (AI) in academic writing has raised increasing concerns regarding transparency and academic integrity in higher education. Thi…
Enabling and Inhibitory Pathways of Students' AI Use Concealment Intention in Higher Education: Evidence from SEM and fsQCA
Yiran Du, Huimin He
This study investigates students' AI use concealment intention in higher education by integrating the cognition-affect-conation (CAC) framework with a dual-method approach combinin…
Confirmation Bias in Generative AI Chatbots: Mechanisms, Risks, Mitigation Strategies, and Future Research Directions
Yiran Du
This article explores the phenomenon of confirmation bias in generative AI chatbots, a relatively underexamined aspect of AI-human interaction. Drawing on cognitive psychology and…