AI in design education
Factors affecting students' professional learning adaptability
Dados Bibliográficos
| ID | 21284040 |
|---|---|
| Autores | Xiang Meng (0000-0002-9696-7181, Jiangsu University), Sha Li (0000-0002-3241-0069, Jiangsu University), Kailin Wang (Jiangsu University), Xiaoqiang Sun (0000-0002-3399-7260, Jiangsu University, autor correspondente) |
| Ano | 2026 |
| Volume | 266 |
| Páginas | 106854 |
| Data de publicação | 2026-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Acta Psychologica (JOURNAL) |
| Identificadores do periódico | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.106854 |
| PMID | 42013756 |
| OpenAlex | W7154958283 |
| Idioma | EN |
| Referências citadas | 37 |
Against the backdrop of accelerated reconstruction of the design-education ecosystem by artificial intelligence, this study focuses on the core issue of insufficient adaptability of design-major college students to AI-supported learning environments and examines the factors and mechanisms that influence their adaptability. Through a survey employing a questionnaire, 784 valid responses were gathered and subjected to empirical analysis using a structural equation model. The study reveals that the overall level of professional learning adaptability is moderately high. Notably, five factors-learning motivation and goals, learning self-efficacy, teacher support and teaching intervention, resource platforms and technical environment, and intelligent literacy-exert significant positive influences on professional learning adaptability. Particularly, learning motivation and goals, along with learning self-efficacy, exhibit the most substantial direct effects. Teacher support and teaching intervention indirectly bolsters adaptability by reinforcing learning motivation and self-efficacy. This study introduces and validates a novel five-factor model within the context of AI-supported design professional education. This model contributes to the theoretical underpinning of learning adaptability and furnishes empirical support for universities seeking to bolster students' adaptability through curriculum restructuring, tailored interventions, and the establishment of an intelligent education environment. Furthermore, it presents feasible strategies for advancing design education, focusing on three key areas: the synergistic stimulation of motivation and efficacy, customized interventions for diverse student cohorts, and the enhancement of the resource-literacy continuum
Adaptability · Professional development · Professional learning community · AI in Service Interactions · Diverse Interdisciplinary Research Innovations · Grit, Self-Efficacy, and Motivation · Human Factors and Ergonomics
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses
Embracing the future of Artificial Intelligence in the classroom
Academic self-efficacy and first year college student performance and adjustment.
Engagement Matters
Adaptability to a sudden transition to online learning during the Covid-19 pandemic
Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Measuring adjustment to college.
Positive psychology
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
The Evolution of Developmental Theories Since Piaget
Direct instruction or active learning? The spectrum of first-year university teaching practices
Emotionally intelligent students are more engaged and successful
Self-efficacy
Motives for Using Facebook, Patterns of Facebook Activities, and Late Adolescents’ Social Adjustment to College
The Art of Creative Inquiry—From Question Asking to Prompt Engineering
Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning
Integrative Motivation
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |