This study examines how self-efficacy moderates the relationship between student-content interaction and two key outcomes in Massive Open Online Courses: perceived course quality and sustained learning interest. Using survey data from 343 participants in the Learning How to Learn MOOC on Coursera, we employed structural equation modeling to test main and interaction effects. Participants were predominantly adult learners with diverse educational backgrounds, balanced gender representation, and varied language backgrounds. Results indicate that student-content interaction positively predicts perceived course quality and sustained learning interest. Moderation analyses further show that the positive effects of student-content interaction are strongest for learners with lower self-efficacy and weaker for learners with higher self-efficacy, suggesting a compensatory or ceiling effect. These findings extend prior MOOC research by empirically modeling self-efficacy as a moderating condition rather than only a direct predictor. Practical implications highlight the importance of designing interactive content and self-efficacy-supportive features to promote engagement in large-scale autonomous learning environments. Limitations include reliance on self-reported data and cross-sectional design. Future research should incorporate objective learning analytics and longitudinal approaches to examine how these relationships evolve over time.

Generative artificial intelligence (GenAI) tools are becoming increasingly embedded in higher education. Despite growing interest in GenAI integration, empirical research examining students’ semester-long experiences with multiple GenAI tools remains limited. This qualitative study explored the experiences and perspectives of college students enrolled in a 15-week advanced media studies course on GenAI tools. Semi-structured interviews with five students centered participants’ voices, uncovering feelings, insights, and perspectives shaped by their engagement with GenAI tools. Guided by the UNESCO AI competency framework for students, analysis revealed four themes comprising 14 categories: participants (a) actively engaged in learning GenAI tools using diverse strategies, (b) developed an understanding of what it means to use AI, (c) became aware of potential issues arising from GenAI use, and (d) gained insights into the implications of using GenAI tools in professional settings. Based on these findings, suggestions for GenAI integration in higher education are provided, including: (a) designing learning workflows that encourage critical and self-directed engagement with GenAI tools; (b) providing campus-wide access to GenAI tools paired with structured pedagogical guidance; and (c) incorporating discipline-specific activities that address both the affordances and ethical concerns of GenAI use.

ABSTRACT Advancing artificial intelligence (AI) has transformed learning and work, yet higher education and professional development programs have not systematically equipped learners for AI‐prevalent environments. This lack of preparation creates uncertainty regarding control, responsibility, trust, and accountability. This article provides a conceptual synthesis and theoretical reinterpretation of self‐regulation, co‐regulation, and socially shared regulation of learning within human–AI interaction. From these constructs, three learner roles emerge: director, scaffolder, and partner. These roles represent contextually appropriate modes of engagement rather than a developmental hierarchy. Central to this framework is prompt engineering, positioned as a regulatory practice that enables learners to maintain strategic control and professional accountability. The proposed framework assists educators and learners in navigating uncertain human–AI settings. Finally, the article discusses practical implications for curriculum design, instructional strategies, and assessment, alongside pedagogical caveats for implementation in higher education and adult learning settings.

This study examined online instructional design (ID) students’ intention to use AI tools in their practice. Seventy-four online ID master’s students in the United States participated. Regression analysis showed demographic variables (gender, age, full-time status) were not related to their intention to use AI tools in practice. However, students’ value of AI tools for learning, utility for their own academic tasks, and self-efficacy were significantly related to their intention. Cluster analysis revealed two distinct groups: one scored above average on value, utility, self-efficacy, and intention to use AI tools while the other scored below average on these measures. Content analysis revealed diverse perspectives between groups on AI tool use, perceptions of AI in education, and necessary training for AI tools in ID. Findings inform practical guidance for training ID students.

The purpose of this mixed-methods study was to examine the factors predicting college students’ intention to use AI for academic tasks. Extending the Technology Acceptance Model (TAM), four factors, including understanding AI features, AI for future careers, AI integration for learning, and ethical concerns about AI, were examined to determine whether those factors influence students’ intention to use AI in academic tasks. A total of 112 students majoring in strategic communication from a midwestern U.S. university participated in the study. The regression results showed that the more students perceived AI integration to enhance their learning and AI as an integral part of the future, the more likely they were to use AI tools for academic tasks. Conversely, the greater their ethical concerns about AI, the less likely they were to use AI tools for academic tasks. Additionally, interviews with ten students revealed their perspectives on using AI tools, including emerging and diminishing professional traits, as well as positive impacts and concerns in the field of strategic communication. This study extends TAM by identifying discipline-specific usefulness dimensions and ethical barriers that predict AI adoption in academic settings, offering guidance for educators designing AI integration strategies in higher education.

While artificial intelligence (AI) tools have great potential to enhance college students’ learning experiences, many higher education institutions are concerned about the adoption of AI tools in college courses and assume that college students’ may misuse them. However, very little research has been conducted that examines college students’ intention to use AI tools for academic purposes. The purpose of this study was to examine factors predicting college students’ intention to use AI tools for academic purposes. Eighty-four students taking a strategic communication course at a mid-western university in the United States participated in the study. The results of this study’s regression analysis showed that college students perceived usefulness of and self-efficacy in using AI tools predicted their intention to use them for academic purposes, while perceived ease of use was not a significant predictor. In addition, the analyses of open-ended questions showed that college students understand both the benefits and challenges AI tools may bring to academia. The study is significant in that it found that not every student agrees to the use of AI tools for academics, and students’ understanding of AI tools is mature. The results reject the assumption that many college students may misuse AI tools for academic purposes. Further discussion is provided.

This study examined Korean undergraduate students' attitudes, defined as evaluative judgements towards the flipped classroom, and perceptions, defined as evaluations of flipped learning compared with traditional instruction, across disciplines (STEM vs. non-STEM), gender, and academic year. 241 students across 10 courses at a Korean university participated in an online survey. Two-way ANOVAs showed no significant differences in attitudes by discipline or academic year. However, perceptions differed significantly by academic year, with upper-year students reporting more favourable perceptions than lower-year students, whereas discipline and gender showed no significant effects. These findings indicate that students develop increasingly positive comparative evaluations of the flipped classroom as they gain more experience with active learning throughout their academic progression. The absence of discipline or gender effects suggests broad applicability across Korean higher education. Instructors should provide scaffolded support for lower-year students, while institutions can confidently adopt this approach across all disciplines and student populations.

This study aimed to examine the effects of playing an action video game, Boson X , on anxiety and depression compared to journaling. From South Korea, 42 undergraduate students were randomly assigned to gaming ( n = 21) and journaling ( n = 21) groups. The intervention continued for 6 weeks. Changes in anxiety and depression levels were checked at 3-week intervals for 9 weeks, including pre-, mid- (week 3), post- (week 6), and follow-up points (week 9). The results revealed that university students’ anxiety and depression in both the gaming and journaling groups were significantly reduced over time. Additionally, reduced anxiety and depression were retained for another 3 weeks after the intervention ended in both the gaming and journaling groups. This study suggests that playing an action game may offer an alternative approach to reducing anxiety and depression in the Korean context.

The purpose of this research was to investigate learner engagement in short- and long-term app use in two class modalities (in-person vs. online class) when that use was supplemental to regular classroom instruction. A total of 147 English-speaking students learning Spanish participated in this study. Enrolled in Elementary I and II college-level courses, they used the Duolingo app for 11 of 15 weeks. Overall results indicate that the participants in the face-to-face class achieved higher app use than their peers in the online classroom. Results also reveal that activity decreased over time for the Elementary I group, whereas the Elementary II group exhibited lower initial app use, which increased by midsemester and then decreased by the end of the course. In addition, a small fraction of students used the app for a limited time after the conclusion of the semester. Pedagogical implications are provided.

The purpose of the study was to examine whether teacher self-regulation (SR) relates to teacher capacities measured with self-efficacy in Reggio Emilia-inspired schools. A total of 81 teachers in South Korea participated in the study. Exploratory factor analysis revealed five types of teacher SR, including SR for (a) data analysis, (b) community contribution, (c) data collection, (d) activity planning, and (e) organizing documentation. Multivariate analysis of variance showed that the number of years teaching in kindergartens and the number of years teaching in Reggio Emilia-inspired schools did not account for teachers' SR. In addition, repeated analysis of variance showed that participants had lower levels of SR for data analysis than any other form of teacher SR. Regression analyses revealed that both SR for community contribution and SR for active planning were significant in explaining teachers' self-efficacy in teaching in a Reggio-inspired classroom and creating documentation. A discussion is provided.

Background Suicide rates have significantly increased in South Korea, yet many individuals lack adequate support. Barriers such as reluctance to seek mental health help and fear of social stigma contribute to this gap. A mobile app focused on suicide risk awareness could provide accessible support, though none are currently available for public use in South Korea. This study conducted a usability test on a newly developed suicide risk awareness app using a mixed methods approach. Methods Thirty-eight students from a large university in South Korea participated in the study, with 19 in a high-risk suicide group and 19 in a nonrisk suicide group. After using the app for 2 weeks, all participants completed an online usability survey, and 19 students took part in individual interviews. Results Independent samples t-tests showed that participants, regardless of risk group, rated the app positively for ease of use, accessibility, design, perceived learning, and satisfaction. Regression analysis identified perceived learning as the strongest predictor of satisfaction, followed by ease of use. The qualitative analysis highlighted areas for improvement, including providing direct and guided feedback on suicide risk. Conclusion The study demonstrated the potential of a mobile app to enhance suicide risk awareness among young adults in South Korea. Moreover, user engagement with the app can be improved by ensuring confidentiality and fostering perceived learning.

The purpose of this study was to examine the relationships among MOOC learners' personal goal achievement, instructor goal achievement, learning experiences measured with perceived learning and course satisfaction, and their continuance intention in a MOOC offered by a research university in the United States. A total of 203 MOOC learners voluntarily participated in the study. The results showed that personal goal achievement was a more powerful predictor than instructor goal achievement in forecasting MOOC learners' perceived learning and course satisfaction. Conversely, instructor goal achievement negatively predicted continuance intention while perceived learning and course satisfaction positively predicted it. Learners' personal goal achievement did not significantly predict continuance intention. Our study contributes to the current body of MOOC literature, underscoring the importance of learners' personal goals in relation to their learning experiences mediating their continuance intention.

Although higher education institutions offer self-paced massive open online courses (MOOCs) on platforms like edX, little systematic effort has been made to examine their instructional design features. The purpose of this study was, therefore, to review self-paced MOOCs on edX and examine their instructional design features for those interested in designing and offering them: A total of 40 MOOCs representing engineering, computer science, communications, and business and management were randomly chosen for analysis. The instructional design features of the MOOCs have been organized in terms of course structure and elements of course information, as well as types of instructional videos, assessments, and online discussion boards. Issues regarding current instructional design features are also discussed.

This research explored if a social robot would play a role in facilitating the development of friendship between young children while they engage in playful learning. Grounded in child-robot interaction and child development literature, we instantiated four sessions of triadic interaction activities among two children and a robot, where the robot mediated the children's collaborative interactions. There were two types of robot-mediated activities (Conversational and Tablet assisted) with each type having two sessions and each session taking approx. 20 minutes, depending on the children. The activities were deployed with ten children (aged five to six) in an after-school program in a rural public school in the U.S. twice a week for two weeks. We video-recorded the sessions and later annotated these recordings for analysis. The friendship development between the children in a pair was observed in terms of five behavioral categories (liking, togetherness, parity, agreement, and co-construction). The results showed that both conversational and tablet-assisted robot mediation contributed complementarily to friendship development among the children.

The purpose of this paper was to examine learners' perspectives on massive open online course (MOOC) design. For the past decade, there has been substantial discussion on the design aspects and instructional quality of MOOCs. However, research investigating MOOC design from learners' perspectives is rarely conducted. Understanding MOOC learners' perspectives regarding MOOC design can bring useful insights to researchers and practitioners for the growth and success of MOOCs. Through exploratory factor analysis of 209 learners of a MOOC, this study identified four MOOC design dimensions that the learners value: human interactions, navigation, professional development, and course workload. In addition, the study found that learner characteristics such as learners' age and the type of goals learners bring to the MOOCs are related to what they value in MOOC design. Expanding our understanding of MOOC design, implications for future research and practice for designing a MOOC are discussed.

Althoughone of the challenges in college remedial mathematics courses involves dealing with negative emotions adversely impacting student achievement, little empirical research has been conducted to examine the factors contributing to the formation of such emotions in these settings. The purpose of this study was to examine whether background variables, motivation, and self-regulation predicted students' negative emotions, measured with boredom, frustration, and test anxiety. A total of 201 students taking a remedial mathematics course using an adaptive system-Assessment Learning in Knowledge Space (ALEKS)-participated in the study at a small public university in the midwestern United States. Hierarchical regression was used for the data analysis. Results indicate that students' age (a background variable) and motivation as shown in extrinsic goal orientation, task value, and self-efficacy were significantly associated with boredom, frustration, and test anxiety. In addition, students' self-regulation, specifically effort regulation and metacognitive regulation, was related to negative emotions. Discussion of the results and educational implications are included.

Although numerous mental health applications (apps) are available to the public, the process behind their development is unclear. Many researchers doubt the validity of the mental health content in existing apps and have criticized the lack of evidence-based content regarding the targeted mental health issues, such as trauma, anxiety, and depression. The purpose of this study is to systematically describe the entire process of designing, developing, and evaluating a mental health app in South Korea. Using an instructional systems model, we describe the entire mental health app design and development process through five phases: analysis, design, development, implementation, and evaluation (ADDIE). Using those phases, we conducted expert reviews and usability tests and examined whether the mental health app helped to improve the emotional and psychological issues of users. Overall, participants were highly satisfied with the mental health app, specifically for low- and medium-risk conditions. Our mental health app demonstrated its potential to cultivate mental health literacy and reach a large Korean audience. Further implications are discussed.

The purpose of this study was to investigate learners’ experiences in marketing Massive Open Online Courses (MOOCs). The comments of 255 learners, collected from three top-rated marketing MOOCs, were analyzed with MAXQDA, a content analysis software. The analysis of the 517 meanings (unit of analysis) that emerged from these comments produced five themes and 16 associated categories valued by learners, each comprising several categories as follows: (a) topic and its categories: value, content, difficulty level, knowledge gain, insight increase, and cost effectiveness; (b) instructor and its categories: characteristics, content delivery, and communication; (c) peers and its categories: interaction and evaluation; (d) instructional design and its categories: workload, structuredness, and assessment; and (e) learning resources and its categories: quality and diversity. Among the 517 meanings, 448 were positive and 69 were negative, suggesting that the learners approved of the current practices of teaching and learning in the three marketing MOOCs. Further analyses showed that content delivery in the instructor theme and content and value in the topic theme were of considerable importance from the learners’ perspectives with regard to positive experiences; however, peer evaluation in the peers theme and assessment in the instructional design theme were negatively viewed by the learners. Discussion is provided to interpret the findings.