Dual-channel conduction modulated by digital literacy: examining technology shock awareness and informal digital learning through an AI-enabled human-computer interaction lens.

Abstract

Objective: This study aims to investigate how technology shock awareness influences college students' informal digital learning in the context of educational technology and AI-enabled human-computer interaction, with particular focus on the mediating roles of technology self-efficacy and online learning engagement, and the moderating effects of digital literacy and gender.

Materials and methods: A survey was conducted with 631 valid responses from college students. A structural equation model (SEM) was constructed, supplemented by multi-group analyses, to examine the parallel mediation effects of technology self-efficacy and online learning engagement, as well as moderation by digital literacy and gender.

Results: Technology self-efficacy and online learning engagement significantly enhance informal digital learning, fully mediating the effect of technology shock awareness; online learning engagement exhibits a stronger mediating effect. Digital literacy positively moderates the relationship between online engagement and informal digital learning. Gender moderates the mediating path via online learning engagement, with stronger effects observed in male students.

Conclusion: By integrating AI-enhanced interaction tools, big data analytics, and digital literacy frameworks, this study addresses the gap in digital learning concerning negative perceptions of technology. The findings provide empirical guidance for universities and educational platforms to design assistive, personalised, and adaptive learning environments, leveraging AI and data-driven strategies to reduce technological anxiety and improve informal digital learning outcomes.