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<p>Through the deep integration of digital technologies such as large language models and knowledge graphs into pedagogy, this study explores the impact of technology use on learners’ academic outcomes to inform effective application throughout the teaching process. In this study, 123 undergraduate students majoring in International Chinese Language Education were subjected to pre- and post-tests, with their learning process tracked via a SPOC platform. By integrating Adaptive Structuration Theory (AST) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the analysis of comprehensive learner factors yielded key findings. Learning behavior and self-efficacy positively impacted outcomes for students with low initial skills, yet self-efficacy and pre-learning skill level themselves did not directly determine outcomes. Critically, while the breadth of technology application played a significant mediating role, its overall level of use exerted a negative moderating effect on the relationship between learning behavior and final scores. This indicates that technology acts as a double-edged sword, capable of facilitating learning processes while also potentially undermining the effectiveness of positive learning behaviors when used excessively or without strategic focus.</p>

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The interrelationship of key factors affecting the learning outcomes of liberal arts majors: an empirical study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月25日

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  • Sihang Wu,
  • Ying Qi,
  • Xinnan Wang,
  • Tao Zhang

摘要

Through the deep integration of digital technologies such as large language models and knowledge graphs into pedagogy, this study explores the impact of technology use on learners’ academic outcomes to inform effective application throughout the teaching process. In this study, 123 undergraduate students majoring in International Chinese Language Education were subjected to pre- and post-tests, with their learning process tracked via a SPOC platform. By integrating Adaptive Structuration Theory (AST) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the analysis of comprehensive learner factors yielded key findings. Learning behavior and self-efficacy positively impacted outcomes for students with low initial skills, yet self-efficacy and pre-learning skill level themselves did not directly determine outcomes. Critically, while the breadth of technology application played a significant mediating role, its overall level of use exerted a negative moderating effect on the relationship between learning behavior and final scores. This indicates that technology acts as a double-edged sword, capable of facilitating learning processes while also potentially undermining the effectiveness of positive learning behaviors when used excessively or without strategic focus.