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High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity
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Linking digital competence, self-efficacy, and digital stress to perceived interactivity in AI-supported learning

Jiaxin Ren1, Juncheng Guo2, Huanxi Li3

  • 1Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia. jiaxin0776@gmail.com.

Scientific Reports
|September 27, 2025
PubMed
Summary

Learners with higher digital competence interact better with artificial intelligence (AI). Digital stress can weaken this connection by impacting self-efficacy in AI learning environments.

Keywords:
Digital competenceDigital stressHuman-robot interaction self-efficacyInformation retrieval self-efficacyModerated mediation modelPerceived interactivity of learner-AI interaction

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Area of Science:

  • Educational Technology
  • Human-Computer Interaction
  • Artificial Intelligence in Education

Background:

  • Artificial intelligence (AI) integration in education necessitates understanding learner perceptions.
  • Learner interaction with AI systems is influenced by digital competence and self-efficacy.
  • Digital stress may impact the effectiveness of AI in learning environments.

Purpose of the Study:

  • To investigate the relationship between digital competence and perceived AI interactivity.
  • To examine the mediating roles of information retrieval self-efficacy and human-robot interaction self-efficacy.
  • To explore the moderating effect of digital stress on AI-learner interactions.

Main Methods:

  • A moderated serial mediation model was employed.
  • Data were collected from 921 Chinese university students.
  • Theoretical frameworks included constructivist learning theory, technology acceptance model, cognitive load theory, identical elements theory, and control-value theory.

Main Results:

  • Digital competence positively correlated with perceived AI interactivity, both directly and indirectly.
  • Self-efficacy in information retrieval and human-robot interaction sequentially mediated this relationship.
  • Increased digital stress weakened the indirect effect of digital competence on perceived interactivity.

Conclusions:

  • Learner-AI interaction is influenced by a combination of cognitive (competence, self-efficacy) and emotional (stress) factors.
  • Digital competence is crucial for effective AI-enhanced learning.
  • Educational AI designs should consider individual differences in digital competence and stress levels for optimal learning outcomes.