Psychological drivers and barriers affecting students' sustained usage intention of AIGC tools in educational settings: an integrated perspective of Uses and Gratifications Theory and Perceived Value Theory.
- DOI
- 10.3389/fpsyg.2026.1892349
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
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limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1892349,
title = {Psychological drivers and barriers affecting students' sustained usage intention of AIGC tools in educational settings: an integrated perspective of Uses and Gratifications Theory and Perceived Value Theory.},
author = {Huang Q and Xu J and Zhang R and Song G},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1892349},
url = {https://doi.org/10.3389/fpsyg.2026.1892349}
}RIS
TY - JOUR TI - Psychological drivers and barriers affecting students' sustained usage intention of AIGC tools in educational settings: an integrated perspective of Uses and Gratifications Theory and Perceived Value Theory. AU - Huang Q AU - Xu J AU - Zhang R AU - Song G PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1892349 UR - https://doi.org/10.3389/fpsyg.2026.1892349 ER -
APA
Q, H., J, X., R, Z., & G, S. (2026). Psychological drivers and barriers affecting students' sustained usage intention of AIGC tools in educational settings: an integrated perspective of Uses and Gratifications Theory and Perceived Value Theory.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1892349
Source records
- pubmed · retrieved 2026-09-25T10:26:32.197Z