Defining AI Fatigue in Academic Contexts: Dimensions, Indicators, and a Stage-Based Model Using Grounded Theory
- DOI
- 10.26803/ijlter.25.5.5
- Published
- 2026-05-30
- Container
- International Journal of Learning, Teaching and Educational Research
- Publisher
- Society for Research and Knowledge Management
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.26803/ijlter.25.5.5,
title = {Defining AI Fatigue in Academic Contexts: Dimensions, Indicators, and a Stage-Based Model Using Grounded Theory},
author = {John Paul P. Miranda and Emmanuel B. Parreño and Jovita G. Rivera},
year = {2026},
journal = {International Journal of Learning, Teaching and Educational Research},
doi = {10.26803/ijlter.25.5.5},
url = {https://doi.org/10.26803/ijlter.25.5.5}
}RIS
TY - JOUR TI - Defining AI Fatigue in Academic Contexts: Dimensions, Indicators, and a Stage-Based Model Using Grounded Theory AU - John Paul P. Miranda AU - Emmanuel B. Parreño AU - Jovita G. Rivera PY - 2026 JO - International Journal of Learning, Teaching and Educational Research DO - 10.26803/ijlter.25.5.5 UR - https://doi.org/10.26803/ijlter.25.5.5 ER -
APA
Miranda, J. P. P., Parreño, E. B., & Rivera, J. G. (2026). Defining AI Fatigue in Academic Contexts: Dimensions, Indicators, and a Stage-Based Model Using Grounded Theory. International Journal of Learning, Teaching and Educational Research. https://doi.org/10.26803/ijlter.25.5.5
Source records
- crossref · retrieved 2026-09-25T14:58:27.066Z