Journal of Computer Assisted Learning最新文献

{"title":"Reshaping the Language Learning Landscape: Factors Influencing Learners' Use of Open-Source Text-to-Video AI (Open-Sora) in Second Language Acquisition","authors":"Yang Jiang,&nbsp;Chengliang Wang","doi":"10.1002/jcal.70277","DOIUrl":"https://doi.org/10.1002/jcal.70277","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Following the disruptive impact of ChatGPT on language learning, the emergence of Sora has once again attracted considerable attention in the field. This novel generative AI product offers new learning modes and resources, bringing new possibilities for the transformation of language acquisition. However, research systematically investigating learners' intention to use such text-to-video AI tools remains scarce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study utilises text-to-video AI-generated teaching materials produced using Open-Sora (an open-source implementation inspired by Sora, not the unreleased official Sora model) as experimental content, aiming to explore college students' intention to use this system for second language (L2) learning and their perceptions of the technology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In response, this study, grounded in the stimulus–organism–response framework, employs the Information System Success Model, the Task-Technology Fit model, and the Unified Theory of Acceptance and Use of Technology. Data were collected from 335 university students at universities in Western China and analysed using a structural equation model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Performance expectancy, L2 enjoyment (LEE), and self-efficacy (SE) significantly and positively predict Behavioural Intention (BI) to use Open-Sora, whereas effort expectancy and facilitating conditions do not significantly predict BI. Furthermore, SE partially mediates the relationship between LEE and BI. This study enhances our understanding of college students' interactions with text-to-video AI in L2 learning contexts and provides implications for the educational use of such AI technologies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reshaping the Language Learning Landscape: Factors Influencing Learners' Use of Open-Source Text-to-Video AI (Open-Sora) in Second Language Acquisition","authors":"Yang Jiang,&nbsp;Chengliang Wang","doi":"10.1002/jcal.70277","DOIUrl":"https://doi.org/10.1002/jcal.70277","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Following the disruptive impact of ChatGPT on language learning, the emergence of Sora has once again attracted considerable attention in the field. This novel generative AI product offers new learning modes and resources, bringing new possibilities for the transformation of language acquisition. However, research systematically investigating learners' intention to use such text-to-video AI tools remains scarce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study utilises text-to-video AI-generated teaching materials produced using Open-Sora (an open-source implementation inspired by Sora, not the unreleased official Sora model) as experimental content, aiming to explore college students' intention to use this system for second language (L2) learning and their perceptions of the technology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In response, this study, grounded in the stimulus–organism–response framework, employs the Information System Success Model, the Task-Technology Fit model, and the Unified Theory of Acceptance and Use of Technology. Data were collected from 335 university students at universities in Western China and analysed using a structural equation model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Performance expectancy, L2 enjoyment (LEE), and self-efficacy (SE) significantly and positively predict Behavioural Intention (BI) to use Open-Sora, whereas effort expectancy and facilitating conditions do not significantly predict BI. Furthermore, SE partially mediates the relationship between LEE and BI. This study enhances our understanding of college students' interactions with text-to-video AI in L2 learning contexts and provides implications for the educational use of such AI technologies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceptualising IDLE Within Primary School English Language Teaching","authors":"Pia Sundqvist,&nbsp;Liss Kerstin Sylvén","doi":"10.1002/jcal.70276","DOIUrl":"https://doi.org/10.1002/jcal.70276","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Informal digital learning of English (IDLE) is one of many concepts used in a relatively new field of research. Conceptually, it is essential to situate IDLE in a broader theoretical frame. Thus, this paper discusses concepts and frameworks that have helped shape and move the field forward, including (a) language learning and teaching beyond the classroom (LLTBC); (b) Benson's definition of LLTBC focusing on four dimensions (location, formality, pedagogy, locus of control); (c) extramural English (EE); (d) online learning of English (OILE); and (e) the focal concept of the study, IDLE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The aim of this conceptual study is to advance our understanding of IDLE within the context of primary school English language teaching (ELT) by examining IDLE as a concept in relation to young learners of English as a foreign/second language (L2 English) and to present an integrated conceptual framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The focus is on learners in primary school, including the pre-primary years (ages 2–11/12). The theoretical foundation is sociocultural and usage-based theories and ecological and affordance perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The study argues that IDLE is an individual difference variable that must be considered in research measuring L2 learning or development. In addition to the proposed conceptual framework, the study points to avenues for future research, discusses challenges and opportunities associated with integrating IDLE into ELT in classroom settings and curricula, and suggests first steps for this type of integration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceptualising IDLE Within Primary School English Language Teaching","authors":"Pia Sundqvist,&nbsp;Liss Kerstin Sylvén","doi":"10.1002/jcal.70276","DOIUrl":"https://doi.org/10.1002/jcal.70276","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Informal digital learning of English (IDLE) is one of many concepts used in a relatively new field of research. Conceptually, it is essential to situate IDLE in a broader theoretical frame. Thus, this paper discusses concepts and frameworks that have helped shape and move the field forward, including (a) language learning and teaching beyond the classroom (LLTBC); (b) Benson's definition of LLTBC focusing on four dimensions (location, formality, pedagogy, locus of control); (c) extramural English (EE); (d) online learning of English (OILE); and (e) the focal concept of the study, IDLE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The aim of this conceptual study is to advance our understanding of IDLE within the context of primary school English language teaching (ELT) by examining IDLE as a concept in relation to young learners of English as a foreign/second language (L2 English) and to present an integrated conceptual framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The focus is on learners in primary school, including the pre-primary years (ages 2–11/12). The theoretical foundation is sociocultural and usage-based theories and ecological and affordance perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The study argues that IDLE is an individual difference variable that must be considered in research measuring L2 learning or development. In addition to the proposed conceptual framework, the study points to avenues for future research, discusses challenges and opportunities associated with integrating IDLE into ELT in classroom settings and curricula, and suggests first steps for this type of integration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do Digital Textbooks Boost Students' Learning Motivation? Evidence From a Meta-Analysis","authors":"Hao Lei,&nbsp;Longyue Fang,&nbsp;Ming Ming Chiu,&nbsp;Yuxin Ding","doi":"10.1002/jcal.70275","DOIUrl":"https://doi.org/10.1002/jcal.70275","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Compared to paper textbooks, digital textbooks (DTs) offer greater accessibility, multimodal representations, and interactivity, which might boost personalized and social learning and greater motivation. However, past DT studies showed mixed results: more learning versus non-significant results versus less learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Hence, this meta-analysis (a) determines the overall effect of DTs (vs. paper textbooks) on student motivation, and (b) identifies moderators that account for different effect sizes across the original studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a random-effects meta-analysis of 42 effect sizes from 27 experimental/quasi-experimental studies of 3590 participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Compared to paper textbooks, DTs boosted students' intrinsic motivation (<i>g</i> = 0.536) but not their extrinsic motivation. DT effects were larger for (a) collectivist cultures than individualist cultures; and (b) students at higher educational levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Educators and policymakers can consider how to help students use DTs to improve their motivation, especially starting with intrinsic motivation in collectivist cultures among older students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do Digital Textbooks Boost Students' Learning Motivation? Evidence From a Meta-Analysis","authors":"Hao Lei,&nbsp;Longyue Fang,&nbsp;Ming Ming Chiu,&nbsp;Yuxin Ding","doi":"10.1002/jcal.70275","DOIUrl":"https://doi.org/10.1002/jcal.70275","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Compared to paper textbooks, digital textbooks (DTs) offer greater accessibility, multimodal representations, and interactivity, which might boost personalized and social learning and greater motivation. However, past DT studies showed mixed results: more learning versus non-significant results versus less learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Hence, this meta-analysis (a) determines the overall effect of DTs (vs. paper textbooks) on student motivation, and (b) identifies moderators that account for different effect sizes across the original studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a random-effects meta-analysis of 42 effect sizes from 27 experimental/quasi-experimental studies of 3590 participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Compared to paper textbooks, DTs boosted students' intrinsic motivation (<i>g</i> = 0.536) but not their extrinsic motivation. DT effects were larger for (a) collectivist cultures than individualist cultures; and (b) students at higher educational levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Educators and policymakers can consider how to help students use DTs to improve their motivation, especially starting with intrinsic motivation in collectivist cultures among older students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of Artificial Intelligence in the BOPPPS Model: A Systematic Literature Review","authors":"Yangbao Ma,&nbsp;Changlong Chi,&nbsp;Xiang Yu,&nbsp;Yuzhou Wang,&nbsp;Yali Xu,&nbsp;Changzheng Xin,&nbsp;Lina Wang,&nbsp;Suyu Shi,&nbsp;Liu Yang,&nbsp;Zhengling Wang,&nbsp;Chang Cai","doi":"10.1002/jcal.70272","DOIUrl":"https://doi.org/10.1002/jcal.70272","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The BOPPPS instructional model (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) is widely used in higher education to promote structured and student-centred learning. With the rapid advancement of artificial intelligence (AI), educators are increasingly exploring how AI technologies can support teaching and learning within this framework. However, existing research on AI-integrated BOPPPS instruction remains scattered, and a systematic synthesis of current evidence is still lacking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to systematically review research on the integration of AI technologies into the BOPPPS instructional model in higher education and examine their effects on teaching and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic review was conducted following the PRISMA 2020 guidelines. Multiple academic databases were searched for empirical studies published between 2015 and 2025, and studies were screened using predefined inclusion criteria. Forty-six eligible studies were included and analysed to identify the types of AI technologies used, their application across different BOPPPS stages, and their reported educational impacts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The review shows a growing body of research, particularly after 2018, integrating technologies such as intelligent tutoring systems, machine learning, virtual and augmented reality, and generative AI into BOPPPS-based teaching. These technologies were reported to support personalised learning, increase student engagement, and facilitate data-informed instruction, leading to improved academic performance, enhanced higher-order thinking skills, and stronger learning motivation. Nevertheless, many studies remain small-scale and quasi-experimental, and challenges related to data privacy, teacher readiness, and equitable access persist. Future research should prioritise large-scale and theory-driven studies to strengthen the evidence base and support effective implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personal and Social Determinants of School Leaders' Behavioural Intention to Use Generative Artificial Intelligence","authors":"Masoumeh Kouhsari,&nbsp;Junjun Chen","doi":"10.1002/jcal.70274","DOIUrl":"https://doi.org/10.1002/jcal.70274","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The emergence of generative artificial intelligence (GAI) tools such as ChatGPT is reshaping discussions of digital transformation in schools across China and Hong Kong, drawing increasing attention to the role of school leaders in AI-related decision-making. Despite growing interest in AI integration in education, limited research has examined the factors influencing school leaders' intentions to use GAI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates how personal factors (trust in AI and AI anxiety) and job-related factors (digital social support and digital social pressure) influence school leaders' behavioural intention to use GAI, and to examine the mediating roles of perceived usefulness and perceived ease of use in these relationships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using data from 400 school leaders in China and Hong Kong, this study applied structural equation modelling (SEM) to test how personal and job-related factors and the mediating roles of perceived usefulness and perceived ease of use shape behavioural intention to use GAI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Trust in AI positively predicted school leaders' intentions to use GAI, whereas AI anxiety showed no direct effect; digital social pressure had a negative impact, and digital social support influenced intention only indirectly through perceived usefulness and ease of use, highlighting the importance of personal and job-related factors for effective AI integration in schools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of Artificial Intelligence in the BOPPPS Model: A Systematic Literature Review","authors":"Yangbao Ma,&nbsp;Changlong Chi,&nbsp;Xiang Yu,&nbsp;Yuzhou Wang,&nbsp;Yali Xu,&nbsp;Changzheng Xin,&nbsp;Lina Wang,&nbsp;Suyu Shi,&nbsp;Liu Yang,&nbsp;Zhengling Wang,&nbsp;Chang Cai","doi":"10.1002/jcal.70272","DOIUrl":"https://doi.org/10.1002/jcal.70272","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The BOPPPS instructional model (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) is widely used in higher education to promote structured and student-centred learning. With the rapid advancement of artificial intelligence (AI), educators are increasingly exploring how AI technologies can support teaching and learning within this framework. However, existing research on AI-integrated BOPPPS instruction remains scattered, and a systematic synthesis of current evidence is still lacking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to systematically review research on the integration of AI technologies into the BOPPPS instructional model in higher education and examine their effects on teaching and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic review was conducted following the PRISMA 2020 guidelines. Multiple academic databases were searched for empirical studies published between 2015 and 2025, and studies were screened using predefined inclusion criteria. Forty-six eligible studies were included and analysed to identify the types of AI technologies used, their application across different BOPPPS stages, and their reported educational impacts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The review shows a growing body of research, particularly after 2018, integrating technologies such as intelligent tutoring systems, machine learning, virtual and augmented reality, and generative AI into BOPPPS-based teaching. These technologies were reported to support personalised learning, increase student engagement, and facilitate data-informed instruction, leading to improved academic performance, enhanced higher-order thinking skills, and stronger learning motivation. Nevertheless, many studies remain small-scale and quasi-experimental, and challenges related to data privacy, teacher readiness, and equitable access persist. Future research should prioritise large-scale and theory-driven studies to strengthen the evidence base and support effective implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personal and Social Determinants of School Leaders' Behavioural Intention to Use Generative Artificial Intelligence","authors":"Masoumeh Kouhsari,&nbsp;Junjun Chen","doi":"10.1002/jcal.70274","DOIUrl":"https://doi.org/10.1002/jcal.70274","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The emergence of generative artificial intelligence (GAI) tools such as ChatGPT is reshaping discussions of digital transformation in schools across China and Hong Kong, drawing increasing attention to the role of school leaders in AI-related decision-making. Despite growing interest in AI integration in education, limited research has examined the factors influencing school leaders' intentions to use GAI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates how personal factors (trust in AI and AI anxiety) and job-related factors (digital social support and digital social pressure) influence school leaders' behavioural intention to use GAI, and to examine the mediating roles of perceived usefulness and perceived ease of use in these relationships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using data from 400 school leaders in China and Hong Kong, this study applied structural equation modelling (SEM) to test how personal and job-related factors and the mediating roles of perceived usefulness and perceived ease of use shape behavioural intention to use GAI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Trust in AI positively predicted school leaders' intentions to use GAI, whereas AI anxiety showed no direct effect; digital social pressure had a negative impact, and digital social support influenced intention only indirectly through perceived usefulness and ease of use, highlighting the importance of personal and job-related factors for effective AI integration in schools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}