Cheng-Qun Qiu

The personalization paradox: how AI-driven adaptive learning environments are associated with college students’ academic emotions and self-regulation learning—a moderated mediation model

This study demonstrates that academic emotions—enjoyment, anxiety, and boredom—mediate the relationship between perceived AI-adaptive environments and SRL, and suggests that universities embed AI literacy as a credit-bearing module and design adaptive systems with lucid, user-controllable recommended interfaces.