Xiaojiao Chen
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Xiaojiao Chen has a total of 16 co-authors. Here are the top co-authors by number of shared publications:
- Chengliang Wang
Department of Education Information Technology, Faculty of Education, East China Normal University, Shanghai, China
11 shared publications - Teng Yu
Guangzhou College of Commerce
5 shared publications - Jian Dai
School of Management Zhejiang University of Technology Hangzhou China
4 shared publications - Yuhui Jing
Zhejiang University of Technology
3 shared publications - Zhebing Hu
College of Foreign Languages, Zhejiang University of Technology, Hangzhou, China
3 shared publications - Haoming Wang
Department of Education Information Technology, Faculty of Education, East China Normal University
1 shared publication
Latest Publications
- Open Access
- 27 August 2026
- Published by Taylor & Francis in Interactive Learning Environments
- p. 1-33
Configurational pathways of programming learning beliefs and self-efficacy among college students using intelligent agents: evidence from GenAI literacy and agent usage experience
We shape our tools, and thereafter our tools shape us.– Marshall McLuhan, Understanding Media: The Extensions of Man.(1964)1. The rapid penetration of Generative Artificial Intelligence (GenAI) too...
- 27 August 2026
- Published by Taylor & Francis in Interactive Learning Environments
- p. 1-33
Open AccessConfigurational pathways of programming learning beliefs and self-efficacy among college students using intelligent agents: evidence from GenAI literacy and agent usage experience
We shape our tools, and thereafter our tools shape us.– Marshall McLuhan, Understanding Media: The Extensions of Man.(1964)1. The rapid penetration of Generative Artificial Intelligence (GenAI) too...
- Top Cited PapersOpen Access
- 26 May 2026
- Published by Taylor & Francis in Interactive Learning Environments
- p. 1-23
GenAI-agents in education: a systematic review of macro-level trends, educational roles, theoretical foundations and future agendas
1. Technological development has persistently reshaped educational practices and their fundamental forms, constituting a longstanding theme in the field of educational technology. The emergence of ...
- 26 May 2026
- Published by Taylor & Francis in Interactive Learning Environments
- p. 1-23
Top Cited PapersOpen AccessGenAI-agents in education: a systematic review of macro-level trends, educational roles, theoretical foundations and future agendas
1. Technological development has persistently reshaped educational practices and their fundamental forms, constituting a longstanding theme in the field of educational technology. The emergence of ...
- Top Cited Papers
- 22 April 2026
- Published by Elsevier in The International Journal of Management Education
- Vol. 24 (3)
From information evaluation to technology use: Generative AI adoption in Chinese business schools
- 22 April 2026
- Published by Elsevier in The International Journal of Management Education
- Vol. 24 (3)
Top Cited PapersFrom information evaluation to technology use: Generative AI adoption in Chinese business schools
- Top Cited Papers
- 20 November 2025
- Published by Elsevier in The International Journal of Management Education
- Vol. 24 (1)
To use or not to use? Generative AI adoption in Chinese business schools
- 20 November 2025
- Published by Elsevier in The International Journal of Management Education
- Vol. 24 (1)
Top Cited PapersTo use or not to use? Generative AI adoption in Chinese business schools
- 23 April 2025
- Published by Springer Nature in Current Psychology
- Vol. 44 (10) , 8766-8780
What drives learners’ behavioral intention to share knowledge on social media: evidence from a fuzzy-set qualitative comparative analysis (FsQCA)
- 23 April 2025
- Published by Springer Nature in Current Psychology
- Vol. 44 (10) , 8766-8780
What drives learners’ behavioral intention to share knowledge on social media: evidence from a fuzzy-set qualitative comparative analysis (FsQCA)
- Top Cited Papers
- 10 March 2025
- Published by Taylor & Francis in Interactive Learning Environments
- p. 1-26
The journey of challenges and triumphs: a systematic literature review of the dynamic evolution of human-centered artificial intelligence in education
- 10 March 2025
- Published by Taylor & Francis in Interactive Learning Environments
- p. 1-26
Top Cited PapersThe journey of challenges and triumphs: a systematic literature review of the dynamic evolution of human-centered artificial intelligence in education
- 31 January 2025
- Published by Taylor & Francis in Interactive Learning Environments
- Vol. 33 (5) , 3469-3487
Unveiling learners’ intentions toward influencer-led education: an integration of qualitative and quantitative analysis
- 31 January 2025
- Published by Taylor & Francis in Interactive Learning Environments
- Vol. 33 (5) , 3469-3487
Unveiling learners’ intentions toward influencer-led education: an integration of qualitative and quantitative analysis
- Top Cited Papers
- 15 January 2025
- Published by Wiley in Journal of Computer Assisted Learning
- Vol. 41 (1)
Deconstructing University Learners' Adoption Intention Towards AIGC Technology: A Mixed‐Methods Study Using ChatGPT as an Example
Background: ChatGPT, as a cutting‐edge technology in education, is set to significantly transform the educational landscape, raising concerns about technological ethics and educational equity. Existing studies have not fully explored learners' intentions to adopt artificial intelligence generated content (AIGC) technology, highlighting the need for deeper insights into the factors influencing adoption.Objectives: This study aims to investigate higher education learners' adoption intentions towards AIGC technology, with a focus on understanding the underlying reasons and future prospects for its application in education.Methods: The research is divided into two phases. First, an exploratory analysis involving practical activities and interviews develops an action decision framework for AIGC adoption. Second, a confirmatory analysis using fuzzy‐set qualitative comparative analysis on 233 valid questionnaires identifies six configurations associated with high adoption intentions, emphasising the roles of AI literacy and perceived behavioural control.Results and Conclusions: The study reveals key factors influencing AIGC adoption, including the importance of AI literacy and perceived behavioural control. It provides actionable insights for educators and learners to prepare for and effectively integrate AIGC technology, ensuring equitable and adaptive educational practices.
- 15 January 2025
- Published by Wiley in Journal of Computer Assisted Learning
- Vol. 41 (1)
Top Cited PapersDeconstructing University Learners' Adoption Intention Towards AIGC Technology: A Mixed‐Methods Study Using ChatGPT as an Example
Background: ChatGPT, as a cutting‐edge technology in education, is set to significantly transform the educational landscape, raising concerns about technological ethics and educational equity. Existing studies have not fully explored learners' intentions to adopt artificial intelligence generated content (AIGC) technology, highlighting the need for deeper insights into the factors influencing adoption.Objectives: This study aims to investigate higher education learners' adoption intentions towards AIGC technology, with a focus on understanding the underlying reasons and future prospects for its application in education.Methods: The research is divided into two phases. First, an exploratory analysis involving practical activities and interviews develops an action decision framework for AIGC adoption. Second, a confirmatory analysis using fuzzy‐set qualitative comparative analysis on 233 valid questionnaires identifies six configurations associated with high adoption intentions, emphasising the roles of AI literacy and perceived behavioural control.Results and Conclusions: The study reveals key factors influencing AIGC adoption, including the importance of AI literacy and perceived behavioural control. It provides actionable insights for educators and learners to prepare for and effectively integrate AIGC technology, ensuring equitable and adaptive educational practices.