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This study combines the TAM and UGT frameworks to investigate how Vietnamese students' views of ChatGPT and intrinsic needs affect their intentions to use it for education (via variables including perceived ease of use, perceived usefulness, novelty, information seeking and academic content creation). We will employ TAM theory (Davis, 1989) and UGT theory to elucidate university students' motivations for utilising ChatGPT in Vietnam. Simultaneously, we aim to address the limitation stemming from data uniformity. Our research will make a substantial contribution to the understanding of researchers regarding the use of ChatGPT and its varied consequences as it grows and develops.

This study was conducted at a private university in Vietnam with an estimated population of 15,000 students. One of Vietnam’s top private information technology institutions requires its students to use a variety of information and communication technologies (ICTs) on a regular basis to facilitate and enjoy their academic pursuits (Ngo, 2024; Nguyen). Students who are familiar with ChatGPT and have access to it for educational purposes are the ones that were chosen. This research is a quantitative study that utilises primary data through a survey method. Participants answered a questionnaire online through the Google Form platform sharing via social media platforms from October to December 2023. The questionnaire was divided into two sections: the first contained screening questions and demographic information and the second had five-point Likert-scale questions that measured the study’s components. Two screening questions are used to separate out the intended responders. (i.e. “I have heard the name ChatGPT” and “I know about ChatGPT”) were set to find whether the participants had any knowledge of ChatGPT. If participants were unaware of ChatGPT, their responses were not included in the study. A total of 283 responses were received. The participant’s demographic information is shown in Table 1. It is believed that a sample size of more than 200 provides adequate statistical power for data analysis in structural equation modelling. It is evident that the 283-sample size in this study is adequate to evaluate the research hypothesis and the fitting model. 42.9% of the 283 research samples were made up of men, while 57.1% were women. Business administration accounted for 40.1% of survey respondents, followed by information technology (25.2%) and English language (14.5%). The average ChatGPT usage time of respondents was 56 min in a single use. The study sample’s average age is 20–72 years old.

The present study contributes to the existing AI chatbot literature in the educational industry in several ways. First, this study addresses a gap in the literature by investigating the factors that influence students’ ITU ChatGPT for educational purposes in Vietnam. Using the extended model, we investigated factors influencing students’ intentions to use ChatGPT. It integrates three motive factors of the UGT (ACT, IS and N) with the core factors of TAM (PeoU and PU). The integrated framework’s findings indicate that in a Vietnamese educational setting, ChatGPT is a novel technology that should be considered in conjunction with PU and PEoU.

First, only Vietnamese students make up the research sample. To increase the relevance of the findings, it is advised that future research look at the study model in various geographic regions. Second, the present investigation’s constraints arise from the lack of clarity about the Chat GPT version utilised by the respondents, specifically whether it was the free or premium edition. Furthermore, the limited duration of the survey presents an obstacle to gathering thorough data. Due to their reliance on the particular features and functionalities of the Chat GPT version used, these restrictions may have an effect on the researcher’s objectivity. Furthermore, the limited survey time may curtail the coverage of the collected answers, particularly considering that our survey predominantly focuses on business administration students, thus limiting the diversity and richness of the gathered data. We recommend that future studies should conduct comparative research between different versions of GPT Chat, including free and paid variants that can provide valuable insights into potential differences in performance and results. Such analysis can provide a deeper understanding of the strengths and limitations of different GPT Chat versions. Third, because the study focused on behavioural intention, actual usage and post-usage behaviour may not be covered by the findings. To gain a deeper understanding of users' actual behaviour, we suggest doing research on their usage and post-usage behaviours.

The findings will assist service providers and legislators in determining critical variables and influencing students' incentives to use ChatGPT in educational settings that use constructivist teaching methods. As a result, the information will assist service providers in creating AI chatbots that are more user-friendly, visually appealing, efficient, safe and convenient for education. Governments, in conjunction with service providers, have the potential to significantly accelerate the adoption of AI-based chatbots by highlighting their ethical and sustainable use. The findings demonstrate that students' ITU towards ChatGPT is substantially impacted by PU and PEoU. It is recommended that service providers emphasize the advantages and ease of use of AI chatbots in order to draw new clients. Additionally, in order to promote ChatGPT or related technologies, marketers should concentrate on raising the technology’s perceived novelty value. This is because people are open to new technologies as long as they believe they are interesting and innovative.

ChatGPT is an advanced AI-powered chatbot that has the potential to advance and revolutionize the learning and teaching process. This study attempted to look at the elements that lead students to want to use ChatGPT from an academic standpoint by combining the UGT and TAM. For practitioners, academics and educators, the findings provide a solid knowledge of and encouragement for the sustainable use of such AI tools. Despite having important practical consequences, the study contains a number of limitations that indicate possible research gaps that should be filled by further investigation.

Stonefields School is an innovative school at the base of Maungarei, Mount Wellington, in Auckland, New Zealand. Doing things differently, creating and inquiring are at the heart of what we do as teachers.

At Stonefields, we have the opportunity to do this collaboratively, and hubs of teachers collaborate to create engaging, rich and relevant learning opportunities for our learners. We have a range of assessment tools at our disposal which help us to gain insights into our learner's self-efficacy (how they see themselves as learners) and their learning needs. We actively enquire into the impact of teacher practice and have evidenced how teacher collaboration can enable all of our learners to see success.

In this chapter, the authors explore how teacher collaboration in learning environments can help improve teacher practice. The authors will examine how facilitating deliberate collaborative inquiry in learning environments can allow teachers to notice, recognize and respond to learner needs. This, in turn, can lead to improved learner self-efficacy and improved achievement outcomes.

This study aims to explore students’ perceptions of the use of an artificial intelligence-generated content avatar (AIGC avatar) within a learning management system (LMS).

This qualitative research involved seven postgraduate students. Data were collected through individual, in-depth interviews. The videos of the AIGC avatar, created using Leonardo, ChatGPT and Heygen, were uploaded to the LMS to communicate with students for the purposes of a welcome note, assignment guide, assignment feedback, tutorial reminders and preparation as well as to provide encouragement and study tips. Students were interviewed at the end of the semester.

The findings of this study indicated that the majority of participating students held positive perceptions regarding the use of the AIGC avatar in the LMS. They reported that it enhanced their perceived instructor’s social presence and motivation to learn. The assignment guide and feedback were particularly valued by the participants. While some students noted the AIGC avatar’s lack of naturalness, others appreciated the clear and professional speech it delivered.

The study was confined to seven students from a single course at one institution, which may limit the generalizability of the findings. Future research could involve a larger and more diverse group of participants.

The findings may offer education providers an alternative solution for engaging students in an LMS.

This study highlights the potential of AIGC avatars to replace text-based communication in LMS and enhance students’ perceived instructor social presence.

This study examines the digital accessibility of information services for students with disabilities at the University of Jordan. Despite advancements in disability rights and technology, academic libraries often lag in providing fully accessible digital services.

The mixed-methods research involved quantitative surveys from 173 students with disabilities and a qualitative interview with the head of the information application department, in addition to a focus group interview with 10 students with disabilities. Quantitative analysis included means, standard deviations and four-way ANOVA to identify significant differences in perceptions. Qualitative insights highlighted specific issues and recurring themes, revealing significant gaps in digital accessibility.

The results revealed a weak level of digital accessibility of students with disabilities to information services in academic libraries in Jordan is very low. The findings indicate a need for improvements in library infrastructure, staff training and policy development. The study also offers insights into challenges in a developing country context and provides recommendations for enhancing library inclusivity and support structures, emphasizing the importance of aligning services with international accessibility standards.

The findings will primarily be beneficial for library managers to understand their library’s deficiencies and responsibility towards the local community and the enhancement of digital inclusion. This understanding will aid in planning training programs and workshops for employees on supporting students with disabilities. Additionally, it serves as a valuable resource for collaboration between libraries and educators to organize educational sessions for academic librarians in Jordan and other developing nations.

It serves as a valuable resource for collaboration between libraries and educators to organize educational sessions for academic librarians in Jordan and other developing nations. This research adds value to existing literature by highlighting the context in one developing country.

In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.

This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.

The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.

Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.

This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.

The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.

The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

As one of China’s most influential social platforms, Xiaohongshu is considered an underexploited market with significant user traffic. This study aims to build on existing scholarly work on social media marketing by conducting an empirical analysis of Xiaohongshu’s content to explore effective marketing strategies for children’s books.

This study uses qualitative content analysis to investigate the marketing practices for children’s books on Xiaohongshu. By systematically coding and interpreting data, the authors identified core marketing strategies and their interactions among publishers of children’s books on the platform.

Based on viral marketing and social proof theories, the analysis delineates practices and interrelations among three key marketing strategy components: content creation, traffic navigation and sales conversion on Xiaohongshu. From this analysis, a conceptual model titled “Continuous ‘Planting a Seed’ of Interest: Strategies for Marketing Children’s Books on Xiaohongshu” was developed.

This research not only corroborates the existing literature on the transformative power of social media in marketing but also extends it by providing a focused examination of how these principles apply to the promotion of children’s books on Xiaohongshu. It also provides practical insights for publishers looking to develop effective marketing strategies.

The purpose of this paper is to share Victoria Clare’s story.

Victoria wrote a biography of her experiences. Robert then asked a series of questions from the perspective of a mental health academic.

Victoria shared stories from her life, and how her experiences have shaped her life and herself.

Narratives such as this give us an overview of only a single person’s experiences. However, they allow the person with lived experience to explore their story in depth.

What Victoria has written will give readers an insight into her life and experiences.

There is so much to learn from a story like Victoria’s, especially in her approach to creativity.

This is Victoria’s own unique story. The value of this is apparent upon reading it.

As Ratnam makes clear, a cultural–historical perspective on teacher/faculty excessive entitlement is indispensable if we are to use this concept to work with, rather than undermine, education practitioners. In this chapter, a networked relational model of activity is proposed as a tool for understanding excessive entitlement from a cultural–historical activity theory (CHAT) perspective, so that the transformative potential of both entitlement and the modeling of it may be harnessed. The networked relational model, which represents CHAT activity systems as a hand-draw or painted network of relationships between actors and artifacts, allows its creators, in their capacity as researchers or academics, to use it as an imaginative artifact in the Wartofskian sense. That is, by representing activity systems of academic performance as networks of interacting entities, the emergence of excessive entitlement can be traced to, and perhaps mitigated through the relationships that they represent. In this regard, the why, what, and how artifacts proposed by Engeström are taken up as useful means for enhancing the functioning of the networked relational model not just as a tool for analyses of entitlement but also a means for envisioning alternative countercultures into being.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

The study applied the information system success model (ISSM) to investigate the influence of information system qualities (ISQs) on consumer responses related to sustainable fashion consumption in the context of comparing 3D VR store and 2D website.

This study designed a questionnaire to measure five ISQs (usefulness, diversity, functionality, reliability and tangibility), immersion in messages and purchase intention. 270 data from women consumers of online fashion stores were collected using Macromill Embrain. Structural equation modeling with Amos 21 and process macro model 7 with SPSS 26 were used for analysis.

This study suggested the relevance of usefulness, diversity, reliability and tangibility among ISQs in evoking immersion in sustainable fashion messages and stimulating the purchase intention. In the moderation of website technology types, the effects of usefulness and tangibility on the immersion in sustainable fashion messages were stronger in 3D VR than 2D condition.

The study is meaningful as an initial study that identified the ISQs of online fashion stores by dividing the type of technology into 3D VR and 2D. We offer insights about the relevance and applicability of immersive VR technology in promoting sustainable fashion consumption and show the potential of online VR store as a new kind of sustainable fashion retail space.