Journal of Interdisciplinary Research (ISSN: 2408-1906)

EDITORIAL

2026-04-21T07:49:43+00:00

The Editorial Board is pleased to present Volume 11, Number 1 (2026) of the Journal of Interdisciplinary Research (JIR), a scholarly platform dedicated to advancing interdisciplinary knowledge across education, technology, and social sciences.

This issue brings together empirical and theoretical contributions that collectively reflect the evolving landscape of digital transformation, learner behavior, and technology-mediated environments. A prominent theme across the articles is the examination of behavioral intention, engagement, satisfaction, and continuance intention, particularly within educational and digital platform contexts. Several studies adopt well-established theoretical frameworks such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Theory of Planned Behavior (TPB), demonstrating their continued relevance in explaining user behavior in contemporary learning ecosystems.

A significant portion of this issue focuses on online and technology-enhanced learning, including investigations into Learning Management Systems (LMS), Massive Open Online Courses (MOOCs), and social media platforms such as Douyin. These studies highlight critical determinants such as perceived usefulness, ease of use, enjoyment, and platform affordances in shaping student engagement and learning outcomes. Complementing these works are studies examining student satisfaction, loyalty, and persistence in higher education settings across diverse geographical contexts, including Thailand and China, thereby offering valuable cross-cultural insights.

In addition, this issue expands beyond educational technology to include interdisciplinary perspectives on consumer behavior and digital engagement, such as fan engagement in global music communities and repurchase intention in fast fashion markets. The inclusion of a theoretical review on multimodal teaching further enriches the issue by providing conceptual foundations for enhancing language learning through innovative pedagogical approaches.

Methodologically, the articles in this volume demonstrate a strong emphasis on quantitative rigor, particularly through Structural Equation Modeling (SEM), as well as the integration of mixed-method approaches to provide deeper analytical insights. These contributions not only advance academic discourse but also offer practical implications for educators, policymakers, and industry practitioners navigating increasingly digital and globalized environments.

The Editorial Board extends its sincere appreciation to all authors, reviewers, and contributors for their dedication and scholarly excellence. We hope that this issue will serve as a valuable resource for researchers and practitioners, and that it will continue to stimulate interdisciplinary dialogue and innovation in the field.

Identification of Factors Influencing Fan Engagement and Fan Perception on Continuance Intention Among Taylor Swift's Myanmar Fans

2025-09-10T14:15:43+00:00

Purpose: This study investigates the influence of fan engagement and perception on continuance intention among Myanmar fans of Taylor Swift. It aims to identify key factors—including social connectivity, personal factors, quality, ubiquity, satisfaction, and enjoyment—that shape fans’ experiences and drive their ongoing relationship with the artist. Research design, data and methodology: Using a quantitative method, this study surveyed 200 self-identified or real Taylor Swift Myanmar fans through an online questionnaire conducted between February and June 2025. Descriptive analysis, reliability testing, and regression analysis are applied to examine how six variables predict fans’ intention to remain engaged. Results: The results show that all variables are reliable, with Cronbach’s Alpha values above 0.6. Regression results reveal that satisfaction and enjoyment have the strongest influence on continuance intention, followed by social connectivity and quality. Personal factors and ubiquity also contribute positively. Conclusions: The study recommends that artist management and marketing teams focus on content strategies that evoke enjoyment, maintain high-quality standards, and foster meaningful community interaction. Strengthening digital accessibility and emotional resonance will effectively support long-term artist-fan relationships and enhance engagement within the Myanmar fanbase.

Determinants Influencing Undergraduate Students’ Intention to Persist or Drop Out: A Case Study of Assumption University, Thailand

2025-09-03T03:07:14+00:00

Purpose: This study aimed to identify factors influencing undergraduate students’ persistence or dropout intentions at Assumption University. Research design, data and methodology: This study theoretically integrates Tinto’s model with the SERVQUAL framework. Using a quantitative design, survey data were collected from 2,268 undergraduate students at Assumption University, including 1,693 intending to remain enrolled and 575 considering dropping out. Data were gathered via a structured questionnaire and analyzed using descriptive statistics, correlation analysis, and logistic regression. Results: The findings revealed that three factors, academic integration, social integration, and institutional commitment, significantly differentiated students intending to stay from those considering dropout at the 0.05 significance level. Institutional commitment had the strongest influence on dropout intention, followed by academic integration and social integration. The overall classification accuracy of the model was 76.0%, with an accuracy of 98.2% in predicting students with persistence intention and 10.6% in predicting students with dropout intention. Conclusions: Academic integration, social integration, and institutional commitment were identified as statistically significant predictors of students’ intention to persist or drop out. These findings suggest that enhancing students’ academic and social engagement, together with stronger institutional support, can improve retention and guide policymakers in developing strategies to reduce student dropout.

Store Atmosphere and Communication Determinants Influence Clothing Products Shoppers in Thailand’s International Fast Fashion Market

2025-09-10T14:12:41+00:00

Purpose: This study investigates an international brand of clothing store’s interior, layout, display—as store atmosphere—and its employee performance, and eWOM if they could influence shoppers’ positive emotions that leads to their repurchase intention and their impulsive buying. Research design, data and methodology: A quantitative research design is applied, using a structured questionnaires distributed online to 385 respondents who experience shopping clothing products of an international brand in Thailand. Results: Statistical treatment of data of both descriptive and inferential analyses show that store layout significantly influences shoppers’ positive emotions. In contrast, store interior and store display do not influence positive emotions. On the other hand, store interior, store layout, store display, employee performance and eWOM also influence shoppers’ repurchase intention shoppers in Thailand market. Positive Emotions influence both repurchase intention and impulsive buying of shoppers. Repurchase intention significantly differs among different age groups and income. Conclusions: The international clothing brand should emphasize its store interior and display to recreate strategy necessary in inducing impulsive buying.

Factors Influencing Students’ Continuance Intention to Use Massive Open Online Courses (MOOCs): A Case Study at a Public College in Shandong, China

2025-09-10T14:02:19+00:00

Purpose: This study aims to identify factors influencing students’ continuance intention to use MOOCs and to develop a strategic plan that strengthens this intention in a public college in Shandong. Research design, data and methodology: The study applied an action research design in three stages. Using stratified random sampling, 182 students participated in a survey analyzed through Multiple Linear Regression (MLR) to verify factors shaping continuance intention. A purposive sample of 30 students was then recruited to co-develop and implement a strategic plan focusing on social influence, facilitating conditions, perceived usefulness, perceived ease of use, attitude, and course quality. Paired samples t-tests were conducted before and after implementation to assess changes. Results: MLR analysis identified perceived usefulness (β = 0.421), attitude (β = 0.314), perceived ease of use (β = 0.281), facilitating conditions (β = 0.267), and course quality (β = 0.259) as significant predictors of continuance intention, while social influence was not significant. After implementation, continuance intention increased significantly (mean difference = 0.46, p < .01). However, facilitating conditions and course quality showed limited short-term improvement. Conclusions: The results emphasize prioritizing system usability, perceived value, and learner attitudes in MOOC development to foster sustained engagement and build a more student-centered online learning environment.

Decoding MOOC Success: 7 Core Factors Shaping Chinese Students’ Online Learning Behaviors

2025-09-10T13:30:51+00:00

Purpose: This study sought to investigate the critical factors influencing undergraduate students’ perceived usefulness of and continuance intention to use Chinese University MOOCs in Chongqing, China. The proposed conceptual framework illustrates causal relationships among seven variables: Perceived Ease of Use (PEU), Perceived Usefulness (PU), Cognitive Presence (CP), Teaching Presence (TP), Learning Engagement (LE), Satisfaction (SAT), and Continuance Intention (CI). Research design, data and methodology: This quantitative research gathered data from 500 undergraduates at Chongqing University through online surveys, using non-random sampling methods—specifically judgmental, quota, and convenience sampling. Data analysis employed AMOS to assess model fit, reliability, and construct validity. Results: Empirical findings revealed that Perceived Usefulness (PU, β=0.199), Satisfaction (SAT, β=0.167), Learning Engagement (LE, β=0.213), Cognitive Presence (CP, β=0.185), and Teaching Presence (TP, β=0.193) are key drivers of students’ Continuance Intention (CI). Additionally, Perceived Ease of Use (PEU) exerts a significant positive impact on Perceived Usefulness (PU, β=0.365). All constructs demonstrated good reliability (Cronbach’s α > 0.70) and convergent validity (Average Variance Extracted, AVE > 0.50). Conclusions: Key findings highlighted direct impacts of relevant variables on usage intention, emphasizing system and interaction factors. The well-fitted model validated an integrated framework, enhancing understanding of MOOC usage.

Influence of Douyin Platform Features on Student Engagement in Undergraduate Music Education in Beijing: A Mixed-Methods Study

2025-10-30T13:29:50+00:00

Purpose: This study investigates how the Chinese domestic short-video platform Douyin affects student engagement in undergraduate music education in Beijing, responding to the growing use of platform-based tasks in music programs. Research design, data and methodology: A convergent mixed-methods design was applied. Survey data were collected from 218 music-major undergraduates on four platform factors—content creation, short-video platform affordances, algorithmic recommendation, and platform support. Separately, focus-group interviews with 20 music teachers, who were not informed of the student survey results, were conducted to obtain independent pedagogical interpretations and to triangulate platform use. Results: Multiple regression showed that all four factors significantly predicted student engagement (content creation β = 0.138, p = 0.031; platform affordances β = 0.258, p < 0.001; algorithmic recommendation β = 0.237, p < 0.001; platform support β = 0.215, p < 0.001), indicating that Douyin can function as a supportive learning environment. Conclusions: The findings suggest that, when pedagogically guided, Douyin can be integrated as a structured digital space to support reflective music practice, peer interaction, and preparation for public performance in Chinese higher music education.

Factors Impacting Thai Students' Satisfaction With Higher Vocational Colleges In Chongqing, China

2025-10-30T13:35:14+00:00

Purpose: This study examined the impact of five independent variables—teaching quality, facilities, university image, service quality, and organizational identification—on a dependent variable, student satisfaction, and explored whether there were significant differences among the variables. Research design, data and methodology: This study first assessed validity using the Item-Objective Congruence Index (IOC) through expert review and reliability using the Cronbach's alpha coefficient (n=30). Secondly, multiple linear regression analysis was used to examine the relationships between variables in questionnaire data from Thai students at three higher vocational colleges in Chongqing. Finally, a 16-week strategic planning (SP) project was implemented with 30 Thai students, and a paired-samples t-test was conducted to compare student satisfaction levels before and after the implementation of the strategic plan. Results: Multiple linear regression confirmed the significant impact of teaching quality, facilities, university image, service quality, and organizational identification on student satisfaction. Furthermore, paired-sample t-tests indicated significant differences in student satisfaction after the Strategic Plan (SP). Conclusions: The findings clearly demonstrate that all five hypotheses of this study are consistent with the research objectives. These findings are not only significant for vocational colleges in Chongqing but also provide practical recommendations for education administrators aiming to improve student satisfaction in similar institutions.

What Factors Influence Students’ Satisfaction and Loyalty in Higher Education Institutions in Jiangxi, China?

2025-12-04T03:43:09+00:00

Purpose: This study examines the factors that influence undergraduate students’ satisfaction and loyalty toward higher education institutions in Jiangxi Province, China. A conceptual framework was developed to analyze the relationships among teachers and teaching (TT), academics (AC), service delivery (SD), built environment (BE), reputation of the university (RU), student satisfaction (SS), and student loyalty (SL). Research design, data and methodology: A quantitative design was employed with 450 undergraduates at Jiangxi Polytechnic University. Non-probability sampling combined judgmental and quota techniques to ensure representativeness. Data were collected through an online questionnaire using a 5-point Likert scale, and validated using a pilot test. Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were applied to test model fit, reliability, and validity. Results: The results confirmed that all six hypotheses were supported. TT, AC, SD, BE, and RU significantly influenced SS, while SS directly predicted SL. TT showed the strongest effect on SS, followed by SD, with SS further exerting a positive impact on SL (β = 0.364). Conclusions: The findings highlight that student satisfaction is a crucial mediator linking academic, service, and institutional factors to loyalty. These results suggest that policymakers and university leaders should prioritize teaching quality, service delivery, and institutional reputation to strengthen sustainable development in higher education.

A Theoretical Review of Multimodal Teaching Methods for Enhancing English Oral Communication Competence

2025-12-04T03:59:32+00:00

This Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guided systematic theoretical review synthesizes multimodal teaching interventions published between 2019 and 2024 to evaluate how visual, auditory, gestural, and interactive modalities influence English language learners’ oral communication competence. Across five databases (Web of Science, Scopus, ERIC, PubMed, and Google Scholar), 73 records were identified, 51 underwent full-text screening, and 41 studies met the inclusion criteria for final analysis. Findings indicate that multimodal role-play and task-based activities consistently enhance learners’ willingness to communicate and sustain engagement. Computer-assisted pronunciation training (CAPT) and automated speech recognition (ASR) tools produce moderate improvements in intelligibility when incorporated into scaffolded instructional cycles. Conversational AI chatbots provide additional speaking opportunities but yield meaningful gains only under structured pedagogical guidance. Immersive virtual and augmented reality environments reliably lower speaking anxiety and increase motivation, though effects on fluency and accuracy depend on task complexity and cognitive load management. This review’s unique contribution is the introduction of the Multimodal Communicative Competence Model (MCCM) and a three-stage Input-Interaction-Output pedagogy, which together offer a coherent framework for aligning multimodal affordances with oral competence development. Practical implications include improved instructional design, multimodal assessment practices, and targeted teacher training to support effective integration.

Determinants of Students’ Behavioral intention to use Chaoxing Learning Management System (LMS) in Ideological and Political Classroom by Structural Equation Modeling approach: an integration of TAM, UTAUT and TPB

2025-12-04T03:57:53+00:00

Purpose: This study examines factors shaping students’ behavioral intention to use the Chaoxing LMS in ideological and political classes at Zhanjiang University of Science and Technology.It integrates TAM, UTAUT, and TPB to build the conceptual framework. A total of 500 undergraduate students completed the questionnaire. Reliability analysis showed that the internal consistency coefficients of the scales ranged from 0.815 to 0.882, all above the 0.70 threshold. The average variance extracted (AVE) values ranged from 0.525 to 0.688, exceeding the recommended minimum for most constructs. The AVE for Facilitating Conditions was 0.525, slightly above the 0.50 threshold. Research design, data and methodology: This was a quantitative study that employs Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) for data analysis. Results: The results show that attitude toward Chaoxing LMS (ATCL) has the strongest effect on behavioral intention to use (BITU) (β = 0.595, t = 11.79). This is followed by perceived behavioral control (PBC), social influence (SI), and facilitating conditions (FC). Perceived ease of use (PEOU) affects BITU indirectly through perceived usefulness (PU).PEOU has a strong positive effect on PU (β = 0.801, t = 14.502), both positively correlating with ATCL.

University Students’ Intention to Use the Chaoxing Smart Learning Platform at Zhanjiang University of Science and Technology

2026-03-29T14:26:43+00:00

Purpose: This study examines the effects of performance expectancy, effort expectancy, social influence, task-technology fit, and reputation on undergraduate students' behavioral intention to use the Chaoxing Smart Learning Platform, and the relationship between behavioral intention and use behavior. Research design, data and methodology: Using stratified random sampling, 450 valid questionnaires were collected. Data were analyzed through CFA and SEM. Results: The analysis revealed that effort expectancy (β = 0.169) had a significant influence on behavioral intention, while task-technology fit (β = 0.265) and reputation (β = 0.464) also significantly influenced behavioral intention, with reputation having the strongest effect. In contrast, performance expectancy (β = 0.034) and social influence (β = 0.004) did not exhibit statistically significant effects on behavioral intention. Conclusions: During the initial promotion phase of the platform at Zhanjiang University of Science and Technology, students' continued usage of the Platform is primarily driven by reputation, TTF, and EE, while SI plays no significant role, and PE does not show a notable promoting effect. It is recommended that platform operators and university administrators prioritize strengthening platform reputation, enhancing the alignment between platform functionalities and learning tasks, and continuously optimizing the user experience to effectively foster students' sustained usage intention and actual behavior.

Exploring Teachers’ Collaborative Learning Experiences in Professional Learning Communities: A Qualitative Case Study of a Private School in Thailand

2026-03-29T14:29:20+00:00

Purpose: This study investigates how teachers work and learn together through Professional Learning Communities (PLC) and Micro-PLC in Primary Grades 1-6 at a private school in Thailand. It examines how collaboration happens in daily teaching, how teachers share their practices, and how reflection becomes part of their routine classroom work. Research Design, Data, and Methodology: The study was conducted as a qualitative case study with twelve Thai language teachers. Data came from AI 5D interviews, classroom observations, short written reflections, field notes, and a focus group discussion. All information was reviewed, coded, and grouped to understand how collaboration and teaching practices develop in real situations. Results: Teachers were found to work together mainly through everyday activities, such as talking after class, sharing materials, and discussing student learning problems. Micro-PLC was especially useful because it is brief, flexible, and fits naturally into teachers’ daily schedules. Five areas became clear in practice: sharing classroom ideas, working across grade levels, engaging students, reflecting after lessons, and learning from student responses. Conclusions: These findings show that small and regular interactions can support collaboration and reflection without adding extra workload. Over time, this process helps teachers improve their teaching and gradually build shared practices within the school.

Factors Influencing Entrepreneurial Intention and Behavior among Economics and Management Students in Guangdong

2026-03-29T15:28:59+00:00

Purpose: This study examines factors influencing entrepreneurial intention and entrepreneurial behavior among university students, using survey data from undergraduates at Guangdong University of Petrochemical Technology, China. Research design, data and methodology: A quantitative approach was adopted using questionnaire data from 500 undergraduate students in the School of Economics and Management. A mixed non-probability sampling strategy combined judgment, quota, and convenience sampling. The framework integrated need for achievement, subjective norms, entrepreneurship education, attitude toward entrepreneurship, perceived behavioral control, entrepreneurial intention, and entrepreneurial behavior. Confirmatory factor analysis and structural equation modeling were applied. Results: Entrepreneurial intention is influenced by multiple factors and acts as a mediator between entrepreneurship education and entrepreneurial behavior. Perceived behavioral control (β = 0.367) and attitude toward entrepreneurship (β = 0.330) emerged as the strongest predictors, followed by need for achievement, entrepreneurship education, and subjective norms. Entrepreneurial intention showed a strong positive effect on entrepreneurial behavior (β = 0.477). Conclusions: Findings support a multi-factor model of entrepreneurial intention and behavior. The study contributes by integrating psychological and educational variables in a unified framework. However, its cross-sectional design and single-institution sample may limit generalizability. Universities should emphasize experiential learning and supportive environments to improve entrepreneurial outcomes.

Determinants of AI-Powered Online Reading Adoption: An Integrated TAM-UTAUT Approach among University Students in Hubei, China

2026-04-09T08:41:01+00:00

Purpose: This study investigates the factors influencing students’ behavioral intention and use behavior toward AI-powered online reading in Hubei, China, addressing the limited understanding of how AI-driven reading contexts extend beyond conventional e-learning adoption models, based on an integrated TAM and UTAUT framework. Research design, data and methodology: A quantitative approach was employed, with data collected from 500 undergraduate students across three universities in Hubei Province using non-probability sampling, including judgment sampling to select institutions and quota sampling to ensure proportional representation. A validated questionnaire was administered, and data were analyzed using confirmatory factor analysis and structural equation modeling to examine measurement validity and structural relationships. Results: The findings indicate that social influence, attitude, perceived usefulness, performance expectancy, and perceived ease of use significantly affect behavioral intention. Social influence shows the strongest effect, followed by attitude and perceived usefulness. Behavioral intention significantly predicts use behavior, confirming its mediating role. Conclusions: The results suggest that effective adoption of AI-powered online reading depends on strengthening social support, enhancing perceived academic benefits, and improving system usability. This study contributes by extending TAM-UTAUT to an AI-powered reading context and highlighting the role of social and affective factors beyond traditional models. Universities and platform developers should focus on integrating social interaction features and user-centered design to promote sustained student engagement.

Determinants of Learning Persistence in Open Universities: An Extended S-O-R Perspective

2026-03-29T15:32:42+00:00

Purpose: Grounded in the Extended Stimulus-Organism-Response (S-O-R) framework, this study investigates the mechanistic pathways driving learning persistence in the Open University context to address chronic attrition. It integrates the IS Success Model to examine how external system characteristics and internal psychological schemas jointly influence student commitment in distance education. Research design, data and methodology: Data were collected from 502 first-semester undergraduates at Yunnan Open University through quota and purposive sampling, utilizing an 80-point screening criterion. Methodological rigor was ensured using HTMT ratios for discriminant validity and 5,000-resample bootstrapping for mediation analysis within a structural equation model (SEM). Results: The model explains 35.7% of the variance in persistence. Internal (Sense of Belonging and Academic Self-Efficacy) and external (Information Quality and Service Quality) stimuli significantly initiate multidimensional engagement, acting as a dual-path mediation mechanism toward persistence. Notably, emotional engagement (β=0.383) emerged as a more potent predictor than cognitive engagement (β=0.370) Conclusions: Learning persistence is governed by a dual-track mechanism of "technical enablement" and "psychological triggering," theoretically advancing the S-O-R paradigm. While acknowledging potential selection bias from the purposive sampling of high-performing students, the study suggests institutional support should prioritize community-building to stimulate emotional investment, mitigating initial transition shock for adult learners.

The Effect of Employee Learning Online and Personal Attitude on Individual Absorptive Capacity

2026-04-07T12:50:02+00:00

Purpose: To investigate how online learning behavior and personal attitudes impact employees' absorptive capacity in the context of digitalized vocational education. Based on Self-Determination Theory, the Technology Acceptance Model, and Information Processing Theory, a research model identifies autonomy, self-efficacy, task difficulty, perceived usefulness, and perceived ease of use as independent variables. These independent variables influence absorptive capacity through the variable of employee learning. Research Design, Data, and Methodology: Empirical study using convenience sampling among business school faculty teachers in Guangzhou; 547 questionnaires were collected (464 valid, 84.8% validity rate); data were analyzed via Structural Equation Modeling (SEM), including descriptive statistics, confirmatory factor analysis (CFA), reliability analysis, and hypothesis testing. Results: Autonomy (β = 0.217, p < 0.001), self-efficacy (β = 0.257, p < 0.001), task difficulty (β = 0.360, p = 0.001), and perceived usefulness (β = 0.160, p < 0.001) all positively influence employee learning behavior and ability. Conclusions: Fostering autonomy and self-efficacy, designing appropriately challenging tasks, and enhancing the perceived usefulness and ease of use of online learning platforms are critical for promoting learning engagement and knowledge absorption.

Factors Influencing Students' Behavioral Intention to Use Tencent Conference in a Private University, China

2026-04-22T02:44:22+00:00

Purpose: Based on the Technology Acceptance Model (TAM) and the DeLone and McLean Information Systems Success Model, this study investigates the factors influencing undergraduate students' behavioral intention to use Tencent Conference as an e-learning platform in a private university in Guangdong Province, China. Research design: This study collected 116 valid responses through quota sampling from undergraduate students at Zhanjiang University of Science and Technology, China. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were employed to validate the measurement scales and test the hypothesis framework. The research instrument consisted of 28 items, measured using a five-point Likert scale. Results: Six out of nine hypotheses were supported by the data. Perceived self-efficacy demonstrated significant positive effects on both perceived usefulness and perceived ease of use. System quality showed a significant positive effect on perceived usefulness. Perceived usefulness and perceived ease of use significantly influenced attitude towards using, which in turn strongly affected behavioral intention. Conclusions: The findings confirm the critical mediating role of attitude in technology acceptance and highlight the importance of system quality and perceived self-efficacy in shaping students' behavioral intentions.

Investigating the Drivers of Attitudes and Behavioral Intentions Toward AI Chatbot Use Among Undergraduate Students in Guangdong, China

2026-04-09T09:25:19+00:00

Purpose: This study examines the key factors influencing undergraduate students’ attitudes and behavioral intentions toward AI chatbot use in Guangdong, China, using ChatGPT as a representative case. Research design, data and methodology: A quantitative approach was adopted by surveying 500 undergraduate students from the College of Mechanical and Electrical Engineering at Guangdong University of Petrochemical Technology. A non-probability sampling strategy was applied, including judgment sampling, quota sampling, and convenience sampling. A pilot test with 30 respondents ensured content validity and reliability. Data were analyzed using confirmatory factor analysis and structural equation modeling to assess reliability, validity, and model fit. Results: The findings indicate that effort expectancy, social influence, facilitating conditions, hedonic motivation, and performance expectancy significantly influence attitude. Among these factors, social influence shows the strongest effect (β = 0.375, p < 0.05). Attitude has the strongest direct effect on behavioral intention (β = 0.450, p < 0.05) and plays a central role linking user perceptions to behavioral intention. Conclusions: The results suggest that universities should integrate interactive AI-based learning activities, strengthen institutional support, and develop AI literacy programs. This study extends TAM and UTAUT by incorporating hedonic motivation and providing empirical evidence on the mediating role of attitude in AI chatbot adoption within a Chinese higher education context.