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Exploring the impact of generative AI-based technologies on learning performance through self-efficacy, fairness & ethics, creativity, and trust in higher education
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“Improved AI literacy and sustainable integration can foster creativity and self-efficacy, thereby enhancing learning performance and academic achievements [6].”
From Generative artificial intelligence in physiotherapy education: great potential amidst challenges- a qualitative interview study (2025) · cites this paper as [6]
In the citing paper
“Empirical studies suggest that when AI-enhanced learning environments are grounded in principles of fairness, transparency, and trust, they can positively influence learning performance while developing students' ethical sensitivity (Shahzad et al., 2025).”
From Managing Artificial Intelligence Ethics in Higher Education: A Systematic Framework for Issues and Policy Recommendations (2025) · cites this paper as Shahzad et al., 2025
In the citing paper
“To ensure content validity, the questionnaire items were adapted from established scales validated by prior studies [56].”
From From Perception to Practice: Artificial Intelligence as a Pathway to Enhancing Digital Literacy in Higher Education Teaching (2025) · cites this paper as [56]
In the citing paper
“The analysis yielded consistently positive Q 2 values across all endogenous constructs, surpassing the null threshold and confirming the model's predictive relevance (Shahzad et al., 2024).”
From From Perception to Practice: Artificial Intelligence as a Pathway to Enhancing Digital Literacy in Higher Education Teaching (2025) · cites this paper as Shahzad et al., 2024
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Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
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“Students with limited experience with GAI tools might have relied on their initial impressions or existing beliefs, thereby shaping attitudes and intentions (Shahzad et al., 2024).”
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“Essentially, while the TAM can set a firm foundation for technology adoption research, the trust and risk constructs reflect the unique obstacles and opportunities posed by AI technologies like ChatGPT [6,49,50].”
InfluentialZhu, Y., Liu, Q., & Zhao, L. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13420-z · Cited by 101
Metadata
- Authors
- Shahzad, M. F., Xu, S., & Zahid, H.
- Affiliations
- Beijing University of Technology (CN)
- University of the Punjab (PK)
- Corresponding author
- Shahzad, Muhammad Farrukh
- Venue
- Education and Information Technologies
- Published
- 2024-08-24
- Volume
- 30
- Issue
- 3
- Pages
- 3691-3716
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- OpenAlex
- W4401846772
- Semantic Scholar
- 752710bda78d91ff3a5a9f1c9a9cc5440a605673
- Cited by
- 204
- References
- 88
- Citations by year
- 2026: 112 · 2025: 83 · 2024: 9
- FWCI
- 76.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Education and Information Technologies (publishedVersion)
- Funders
- National Natural Science Foundation of China (72074014)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- generative AI in education, learning performance, self-efficacy, creativity, trust, large language models, ChatGPT, chatbots, social cognitive theory, university students, moderating effect, Chinese universities
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