Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of online learning, that is the preparatory, performance, and appraisal phases. A total of 400 high school students (males = 125, females = 275) from China participated in this study. In order to identify whether there were gender differences in their self-regulated online learning (SROL), independent sample t-test was performed. The results showed that there were significant gender differences in the SROL (t = –3.334, p = 0.001 < 0.01, d = –0.410) and the three sub-constructs of SROL (preparatory: t = –0.702, p = 0.008 < 0.01, d = 0.018; performance: t = –3.801, p = 0.000 < 0.01, d = 0.456; appraisal: t = –3.120, p = 0.002 < 0.01, d = 0.361). The findings indicated that females performed better than males in all three dimensions of learners’ online self-regulated learning.

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Generative artificial intelligence (GenAI) has significant potential for educational innovation, although its impact on students’ learning outcomes remains controversial. This study aimed to examine the impact of GenAI on the learning outcomes of K-12 and higher education students, and explore the moderating factors influencing this impact. A meta-analysis of 49 articles showed that the mean effect sizes of GenAI on students’ learning achievement and learning motivation were 0.857 and 0.803, respectively, indicating a positive impact of GenAI on education. However, this effect varied according to moderators, including education level, subject classification, GenAI interface, GenAI development, interaction approaches, and experimentation time, which enhanced the impact of GenAI on education. Specifically, GenAI had a greater impact on the academic performance of higher education students, and students interacted more effectively with GenAI using text than with mixed media, such as images or audio. Although GenAI has a novel effect on students’ learning motivation, the effect size decreases over time. These findings provide empirical support for the beneficial effects of GenAI on education and offer insights for optimizing its use in teaching practices.

With the rapid development of mobile devices, users can now read on the screen. Electronic reading (e-reading) has become a common reading style with the growth in online learning or electronic learning (e-learning). E-book applications (APPs) are widely developed and applied for reading on a screen. However, it is difficult for readers to change their reading habits or preference from paper-printed books to digital devices. The study of readers' continuance intention to use e-book APPs is the first step to improving e-reading. This study focuses on the influential factors on undergraduates' continuance intention of e-book APPs, which analyzed and summarized the literature related to the electronic book (e-book) applications (APPs) and undergraduates' continuous intention, combined with the characteristics of the e-book APPs, introduced relevant theories and variables, and established the factors that influence undergraduates' continuous intention of using e-book APPs. On this basis, the paper analyzed the relationship between various influencing factors and their influence on continuous intention. A model composed of five hypotheses was constructed to test the factors influencing undergraduates' continuous intention in e-book APPs. The results indicated that of all research variables, satisfaction is the most important factor that affects continuous intention; Perceived usefulness and perceived playfulness have an indirect effect on continuous intention through satisfaction; personalization has direct effects on perceived usefulness and perceived playfulness, so it also has an indirect effect on continuous intention. The findings of the study will be helpful for designers and developers of e-book APPs and provide e-book APP suggestions for readers as well.