Human Behavior and Emerging Technologies最新文献

{"title":"Artificial Intelligence (AI) in Academic Writing as “a Pandora′s Box”: EFL Undergraduate Students′ Voices","authors":"Nur Hidayat,&nbsp;Siti Alda Ibrahim,&nbsp;Amelia Riski Dian Pramukti,&nbsp;Yudhi Arifani,&nbsp;Testiana Deni Wijayatiningsih","doi":"10.1155/hbe2/1167530","DOIUrl":"https://doi.org/10.1155/hbe2/1167530","url":null,"abstract":"<p>This study is aimed at exploring the extent to which EFL students use AI in academic writing and the positive and negative effects of AI usage on academic writing in a long-term context. An explanatory research design was implemented in this study. This study involved 167 EFL undergraduate students from a university in Central Java, Indonesia. The researchers employed purposive sampling to select participants. The researchers used Likert-scale questionnaires and semistructured interviews to collect the data. Quantitative data were analyzed using descriptive statistics in SPSS 24, and qualitative data were examined through thematic analysis. The regression results indicated that AI tool usage in academic writing was significantly influenced by four factors: awareness of AI-based plagiarism detection (&lt; 0.001), knowledge of AI for context-specific linguistic support (0.001), AI-assisted identification of research topics and sources (0.003), and AI-driven adaptation of academic style and tone (0.008), with awareness and knowledge emerging as the most dominant predictors. Additionally, the qualitative findings indicated that the majority of students used AI in their academic writing, although the level of use varied by AI type. Moreover, the use of AI in academic writing had positive impacts. However, long-term use of AI also has negative impacts, including decreased writing and critical thinking skills, undermining the creativity and originality of their writing, making them put less effort into developing their ideas, and weakening their analytical power.</p>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/1167530","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148466996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Bangladesh Through the Metaverse: Revolutionizing Sustainable Tourism With Immersive Virtual Experiences","authors":"Rafatul Islam,&nbsp;Md. Tanjil Hossen Sojib,&nbsp;Md. Ashikur Rahman Avi","doi":"10.1155/hbe2/1359541","DOIUrl":"https://doi.org/10.1155/hbe2/1359541","url":null,"abstract":"<p>This study explores the transformative potential of metaverse tourism as a tool for sustainable tourism development in Bangladesh. Employing a mixed-method design, data were collected from 18 semi-structured interviews with key stakeholders and a survey of 185 respondents across the tourism, technology, policy, and heritage sectors. The findings present four key themes: expanding access and inclusivity, cultural heritage preservation and authenticity, digital divide and infrastructure gaps, and strategic misalignment and policy gaps. Guided by diffusion of innovation (DOI) and sustainable value co-creation (SVC) theories, the study underscores that although metaverse platforms can enhance inclusivity, heritage preservation, and global outreach, their adoption is limited by inadequate infrastructure, lack of digital literacy, and fragmented policy frameworks. In particular, infrastructural constraints, limited digital literacy, and fragmented governance structures affect stakeholders′ readiness and behavioral acceptance of immersive tourism technologies. Theoretically, the study contributes to DOI-informed discussions in underresourced tourism systems and suggests how SVC influences the relationship between technology adoption and sustainability outcomes. Practically, the findings highlight that the success of metaverse tourism depends on coordinated policy support, digital skill development, and inclusive stakeholder involvement, providing actionable insights for policymakers, industry actors, and digital heritage organizations. Therefore, these insights provide practical guidance for designing inclusive, ethical, and scalable digital tourism strategies in emerging and resource-constrained contexts. Overall, the study positions metaverse tourism as a sociotechnical innovation shaped by human behavior, institutional readiness, and ethical considerations.</p>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/1359541","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148466668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can LLM-Generated, Personalized Social Media Messages Reduce Stigma Toward Individuals With Mental Health Problems? A Randomized Experimental Study","authors":"Zhongjie Zhang,&nbsp;Amy Morgan,&nbsp;Gregory Armstrong,&nbsp;Nicola Reavley","doi":"10.1155/hbe2/9069016","DOIUrl":"https://doi.org/10.1155/hbe2/9069016","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary aim of this study was to evaluate whether LLM-generated, personalized social media messages were more effective than a standard control message in reducing public stigma toward individuals with mental health problems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An experiment was conducted with an online convenience sample of 560 Australian adults. Participants were randomized to view either a standard control message of a person′s public disclosure of depression and anxiety, or a disclosure message personalized based on their sociodemographic characteristics (including personal experience with mental health problems) reported at baseline. Both types of messages were generated by Open AI′s GPT-4-level-intelligent Creative Writing Coach. Key outcomes were stigmatizing attitudes and behavioral intentions assessed at baseline and posttest. Additional outcomes were posttest perceived relationship with the message protagonist. Model performance error analysis was conducted to assess the model′s safety and consistency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The personalized messages did not lead to greater stigma reductions than the control message (<i>p</i>_{weak−not−sick} = 0.40; <i>p</i>_{dangerous/unpredictable} = 0.49; <i>p</i>_{social distance} = 0.82). Among all participants, there were statistically significant reductions in beliefs about dangerousness/unpredictability (<i>p</i> = 0.02, <i>d</i> = −0.19, 95% CI: −0.36, −0.02) and desire for social distance (<i>p</i> = 0.004, <i>d</i> = −0.20, 95% CI: −0.37, −0.03) but not beliefs in personal weakness (<i>p</i> = 0.83). Participants who viewed the personalized messages reported significantly higher levels of perceived similarity to and identification with the message protagonist. In addition, the safety and performance consistency of Creative Writing Coach were deemed acceptable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings support the feasibility of using LLM-generated personalized messages for antistigma campaigns. Further work is needed to explore how to optimize their stigma reduction effects.</p>\u0000 </section>\u0000 </div>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/9069016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148466669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students′ Voices on Artificial Intelligence: Uncovering the Dependency Paradox in Academic Writing","authors":"Syilvia Mustanuri Jannah,&nbsp;Nur Hidayanto Pancoro Setyo Putro,&nbsp;Erna Andriyanti,&nbsp;Nur Hidayat,&nbsp;Meggy Merlin Mokay,&nbsp;Risma Nur Rahmawati,&nbsp; Nursalam,&nbsp;G. A. P. Suprianti,&nbsp;Bilqis Salsabila S. Safa","doi":"10.1155/hbe2/7738557","DOIUrl":"https://doi.org/10.1155/hbe2/7738557","url":null,"abstract":"<p>The proliferation of AI tools in academic writing has transformed scholarly practices, yet limited research has addressed long-term consequences of AI dependency on cognitive autonomy. This mixed-methods study investigates psychological mechanisms underlying AI dependency, proposing a theoretical distinction between “adaptive AI dependency” (enhancing development while maintaining autonomy) and “maladaptive AI dependency” (diminishing independent thinking). A sequential explanatory design employed 327 undergraduate students from Indonesian universities. Data collection utilized validated questionnaires and interviews with 10 participants, analyzed through descriptive statistics and thematic analysis. Findings revealed an “AI dependency paradox”: 55.7% acknowledged AI assistance in efficiency, yet 49% expressed learning concerns. While 64% reported enhanced efficiency, 25.1% indicated high dependency. Qualitative analysis identified decreased self-efficacy (38.9% uncomfortable without AI), cognitive offloading, and anxiety dependency. However, adaptive strategies emerged among students balancing AI utilization with intellectual autonomy. Results indicate an urgent need for evidence-based guidelines promoting responsible AI integration in higher education.</p>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/7738557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148463161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Metacognitive Basis of Writing Strategies Used by English as a Foreign Language Students","authors":"Saiwaroon Chumpavan,&nbsp;Tanisaya Jiriyasin,&nbsp;Adel Al-Bataineh,&nbsp;John R. Baker,&nbsp;Sirawich Tampanich","doi":"10.1155/hbe2/6863923","DOIUrl":"https://doi.org/10.1155/hbe2/6863923","url":null,"abstract":"<p>Recognizing that metacognition—the ability to monitor, understand, and regulate one′s thinking—is critical in the writing process, this study explored the metacognitive strategies (MCS) employed by undergraduate English majors of varying skill levels studying English composition in Thailand. Through qualitative analysis, the study investigated the specific types of MCS students utilize when writing in English and examined how they are applied throughout the writing process. Findings indicated that writers employ various strategies linked to their proficiency. Skilled writers effectively utilized MCS, whereas those with average or lower proficiency exhibited varying levels of ability and limitations. Additionally, variations linked to proficiency were observed in how participants employed MCS to plan, monitor, and refine their writing, including consulting external resources, simplifying ideas, and drawing on their L1. In line with this, it is recommended that teachers at all levels prioritize strategy instruction. It is also hoped that these findings will offer practical and theoretical insights for pedagogy and future research in this area.</p>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/6863923","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148386207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adoption of Large Language Models in Programming Education: Student Views, Concerns, and Perceived Use in Mexican Higher Education","authors":"Mohd Anas Wajid,&nbsp;Claudia Camacho-Zuñiga,&nbsp;Farman Ali Pirzado,&nbsp;Hugo Terashima-Marin,&nbsp;Mohammad Saif Wajid","doi":"10.1155/hbe2/8254212","DOIUrl":"https://doi.org/10.1155/hbe2/8254212","url":null,"abstract":"<p>Large language models (LLMs) have witnessed rapid adoption across academic and industrial domains due to their advanced capabilities, including code generation, natural language processing, and interactive support. Their integration into educational settings, particularly in programming has introduced both substantial benefits and emerging ethical challenges. The current study investigates students’ perceptions of LLM usage at two different public and private universities in Mexico, focusing on how ease of use influences their perceived effectiveness, confidence, future intention, and frequency of use in programming-related tasks. A quantitative, survey-based approach was adopted, with data collected from undergraduate and postgraduate students actively. The findings revealed that the ease of use plays a significant role in shaping students’ attitudes and behaviors. Path analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) confirmed strong relationships between usability and perceived outcomes, suggesting that intuitive tool design can enhance confidence and increase regular usage. However, the study also highlights ethical concerns among students, including overreliance and potential academic dishonesty. These insights underscore the need for practical guidelines and institutional policies to ensure responsible and balanced integration of LLMs in academic environments. This research offers important implications for educators, developers, and policymakers working to align technological innovation with ethical learning practices.</p>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/8254212","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality Matters: How Service Dimensions Shape Satisfaction and Fintech Adoption","authors":"Yongdan Wang,&nbsp;Muhammad Mahmood Shah Khan,&nbsp;Muhammad Fareed,&nbsp;Mohammad Said Alshuaibi,&nbsp;Silvi Asna Prestianawati,&nbsp;Ahmad Faizuddin","doi":"10.1155/hbe2/6128589","DOIUrl":"https://doi.org/10.1155/hbe2/6128589","url":null,"abstract":"<p>The worldwide growth of fintech adoption mirrors rapid progress in mobile and internet technologies combined with evolving consumer expectations toward faster, more accessible financial experiences. Nevertheless, the people′s awareness level and intention to adopt new technology are always questionable because it fosters customer satisfaction and loyalty to stay with the same brand or company. This research explores how customer satisfaction and subsequent fintech service adoption are affected by perceived service quality dimensions of convenience, reliability, assurance and security, responsiveness, ease of use and website aesthetics. The study has employed simple random sampling technique. A survey questionnaire comprising eight variables with 38 items from major cities of Pakistan is used to gather data from 400 respondents. The study findings suggest that all service quality dimensions influence customer satisfaction about fintech adoption in Pakistan. Moreover, customer satisfaction significantly mediates the relationship between service quality characteristics and adoption of fintech. The results provide valuable insights for fintech providers aiming to enhance user satisfaction and increase service adoption through improved quality perceptions.</p>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/6128589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Generative AI in Higher Education: An Integrated Framework for Generative AI Adoption and Pedagogical Transformation With Trust as a Mediator","authors":"K. D. V. Prasad,&nbsp;Shivoham Singh,&nbsp;Rajesh Vaidya,&nbsp;Ankita Pathak,&nbsp;Ved Srinivas","doi":"10.1155/hbe2/6611806","DOIUrl":"https://doi.org/10.1155/hbe2/6611806","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Purpose&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This empirical research developed and tested a multimodel framework for generative AI adoption in higher education settings in general and in B-schools in particular. This empirical research integrated the constructs from Task-Technology Fit, Diffusion of Innovation, Technology–Organization–Environment, Technology Acceptance Model, and the extended Unified Theory of Acceptance and Use of Technology model to develop a thorough approach to understand and adopt generative AI in higher educational settings.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Design/Methodology/Approach&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A structured questionnaire was used to gather data from faculty and students at different B-schools in Hyderabad as part of the study′s quantitative design. IBM SPSS was used to conduct the exploratory and confirmatory factor analyses in order to identify the structural relationships between the constructs. Structural equation modeling was used to test the hypotheses.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Findings&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The interrelationships among the theoretical constructs confirmed that the Technology Acceptance Model, UTAUT2, Task Technology Fit, and Diffusion of Innovation positively and significantly impact generative AI adoption intentions in the higher education settings. Surprisingly, technology–organization–environment factors are significant but have a negative relationship with the adoption of generative AI. Tools. Generative AI adoption positively and significantly impacts pedagogical transformation. However, trust partially mediated the nexus among adoption intentions and pedagogical transformation.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Research Limitations/Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This empirical research adopted a cross-sectional approach, collecting data at a single point of time from various sources. This research contributes to technology adoption theory by demonstrating how multiple theoretical frameworks interact in relation to generative AI adoption while providing practical guidance for enhancing implementation through multiple frameworks.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Practical Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Replacing rigid governance with agile frameworks that allow safe AI experimentation while ensuring ethical compliance in the educational institutions. To support meaningful AI integration in teaching, give training that improves both technical skills and moral awareness. Encourage responsible use of AI by encouraging people to think for themselves instead of rel","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/6611806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Survey of Literacy and Social Studies Educators via the Teachers′ Perceptions of Digital Citizenship Scale (T-PODS)","authors":"Sam von Gillern,&nbsp;Amy Hutchison,&nbsp;Chad Rose","doi":"10.1155/hbe2/9138280","DOIUrl":"https://doi.org/10.1155/hbe2/9138280","url":null,"abstract":"<p>Given the vast amount of time that children spend online and utilizing digital technologies, it is important to understand educators′ views on how children can responsibly and effectively participate in digital spaces. This research utilizes a survey design approach to investigate the perceptions of 860 literacy and social studies teachers in the United States using the Teachers′ Perceptions of Digital Citizenship Scale (T-PODS). This validated instrument consists of a 14-item four-factor model designed to measure different subscales of digital citizenship, including digital ethics, participation and engagement, informed citizen, and civic know-how. Data included administering the 14 items from T-PODS in conjunction with five demographic variables. Data analysis included calculating descriptive statistics as well as conducting multivariate analysis of variances (MANOVA) and Tukey post hoc procedures. Results indicate that digital ethics was the most highly rated subscale of digital citizenship and that older teachers placed greater importance on children obeying digital copyright and piracy laws than their younger peers. Results also demonstrated that younger teachers placed greater importance on student online participation and engagement with social issues than their older peers. Collectively, this research provides an overview of teachers′ perspectives on different facets of digital citizenship, demonstrates that demographic characteristics mediate responses, and advocates for structured and comprehensive teacher education programming to support teachers′ ability to help children become responsible, well-informed, and active digital citizens capable of improving their communities.</p>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2026 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/hbe2/9138280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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