1804 papers
This mixed-methods quasi-experimental study demonstrates that applying Multiple Intelligences Theory as an instructional design heuristic significantly improves argumentative writing skills, engagement, and self-efficacy among EFL undergraduates at Jimma University compared to traditional instruction.
This study of 900 lecturers in South-West Nigeria reveals that positive perceptions, high digital competence, and demographic factors significantly influence readiness to adopt AI-based credentialing, highlighting the need for targeted capacity building and supportive institutional policies to facilitate successful implementation.
This two-wave cross-lagged panel study demonstrates that dispositional mindfulness acts as a shared resilience factor that prospectively predicts lower levels of various problematic technology uses, with the strongest protective effect observed for smartphone use, while also supporting a transdiagnostic framework where mindfulness and vulnerability are complementary components of self-regulation.
This paper conceptualizes and validates the Human–AI Empathy Scale (HAES), a 22-item, three-dimensional measure demonstrating that consumers' tendency to empathize with AI—driven by anthropomorphism and mind perception—significantly influences their satisfaction, attachment, willingness to pay, and forgiveness toward AI agents.
This study utilizes a dual sequential mediation model to demonstrate that short-video marketing enhances Hanfu travel interactive experiences by positively influencing travel motivations and attitudes while simultaneously mitigating travel constraints.
This mixed-methods study of 50 academic professionals in Central India reveals that clear communication, managerial equity, and peer support significantly enhance employee productivity by strengthening interpersonal trust, while also highlighting a structural disparity in trust and innovation between administrative and teaching tiers.
This study introduces a generalizable, multidimensional Education Access Index (EAI) framework, validated through statistical and geospatial analysis of Pakistan's educational data, to identify regional disparities and guide policymakers toward achieving equitable education outcomes aligned with global Sustainable Development Goals.
This study analyzes over 12,000 dyads to demonstrate that while demographics and personality explain a small portion of turn-taking variation, the majority of timing differences are driven by unique speaker, interlocutor, and dyadic interactions that cannot be fully predicted by individual attributes alone.
This study demonstrates that the walking perspective fundamentally reshapes urban soundscape perception by accelerating affective stabilization, selectively amplifying the salience of transient sounds over continuous background noise, and polarizing overall environmental evaluations compared to stationary viewpoints.
This quantitative study of 92 secondary schools in Bangkok reveals that while students exhibit high levels of responsible citizenship, they score lowest in participatory citizenship and show significant perception gaps with teachers regarding social responsibility and societal participation, highlighting an urgent need for educational interventions to foster self-reliant and globally competitive young citizens.