Correction to ‘What Drives GenAI Adoption in Informal Digital Learning of English (IDLE)?: Structural-Configurational Modelling of Extended UTAUT2 With GenAI Literacy’

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-04-09 DOI:10.1002/jcal.70239

引用次数: 0

Abstract

Wang, X., and L. J. Zhang. 2026. “What Drives GenAI Adoption in Informal Digital Learning of English (IDLE)?: Structural-Configurational Modelling of Extended UTAUT2 With GenAI Literacy.” Journal of Computer Assisted Learning 42, no. 2: e70217. https://doi.org/10.1002/jcal.70217.

The article title contained an error. The acronym ‘IDLE’ should refer to ‘Informal Digital Learning of English’ instead of ‘Informal Digital Language Learning’.

The title was published as:

What Drives GenAI Adoption in Informal Digital Language Learning (IDLE)? Structural-Configurational Modelling of Extended UTAUT2 With GenAI Literacy

It should have been:

What Drives GenAI Adoption in Informal Digital Learning of English (IDLE)?: Structural-Configurational Modelling of Extended UTAUT2 with GenAI Literacy

The title has been corrected in the article. We apologize for the error.

查看原文本刊更多论文

更正“是什么推动了GenAI在非正式数字英语学习（IDLE）中的应用？”扩展UTAUT2的结构-构型建模

王晓明，张丽娟，张丽娟。2006。是什么推动了GenAI在非正式数字英语学习（IDLE）中的应用？：扩展UTAUT2的结构-构型建模与基因素养。计算机辅助学习学报，第42期。2: e70217。https://doi.org/10.1002/jcal.70217.The文章标题包含错误。“IDLE”的首字母缩略词应该是指“非正式数字英语学习”，而不是“非正式数字语言学习”。该报告的标题是：是什么推动了非正式数字语言学习（IDLE）中GenAI的采用？扩展UTAUT2与GenAI识字的结构-构型建模应该是：是什么推动了GenAI在非正式数字英语学习（IDLE）中的采用？：扩展UTAUT2的结构-构型建模与基因素养文章的标题已被更正。我们为这个错误道歉。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope