In a purchase situation, customer satisfaction and loyalty are primarily determined by usability, trust, and web design. However, the nature of their relationship remains unclear. According to the literature, trust can generate customer loyalty. Consumers’ cognitive and affective processes in online shopping are well discussed in the literature. However, the role of trust in website design has yet to be thoroughly investigated. Given the above knowledge gaps, we studied 96 Chinese youths using two shopping websites. Structural equation modeling was considered to validate the hypothesized relationships, focusing on three key website design features. We discovered that the three design elements predicted usability and satisfaction differently. In addition, website usability and customer satisfaction mediated the relationship between navigation/information design and loyalty, and satisfaction mediated the relationship between visual design and loyalty. Furthermore, the effects of website design and usability on customer satisfaction are strengthened or weakened depending on customer trust. When trust is high, the effect of website design on satisfaction is strengthened, while the effect of usability on satisfaction is weakened. To retain customers, designers should pay more attention to website design and establish trust. These findings offer crucial insights for online retailers in promoting and capitalizing on the positive effects of various website design elements on customers’ shopping experiences.

Social anxiety is a serious psychological problem prevalent among Chinese college students, and appearance anxiety plays an important role in its development. Although some studies have explored the relationship between the two, the mediating mechanism is unclear. This study constructed a sequential mediation model based on the cognitive–behavioral theory of body image disorder and social phobia to explore the mediating role of self-efficacy and self-esteem. A total of 234 college students were recruited using the convenience sampling method, including 68 males (29.10%) and 166 females (70.90%), with an average age of 21.25 years (SD = 1.75). Data were collected using the Social Appearance Anxiety Scale, the General Self-Efficacy Scale, the Self-Esteem Scale, and the Interaction Anxiety Scale. The study’s results demonstrated a significant and positive predictive relationship between appearance anxiety and social anxiety (effect = 0.21, SE = 0.04, 95% CI = [0.13, 0.29], p < 0.001). Appearance anxiety not only directly affects social anxiety but also has three indirect paths affecting social anxiety: the independent mediating effect of self-efficacy (effect = 0.03, SE = 0.01, 95% CI = [0.00, 0.06], p < 0.001), the independent mediating effect of self-esteem (effect = 0.03, SE = 0.02, 95% CI = [0.01, 0.07], p < 0.001), and the serial mediation effect of self-efficacy and self-esteem (effect = 0.01, SE = 0.01, 95% CI = [0.00, 0.03], p < 0.001). Direct and indirect effects accounted for 73.81% and 26.19% of the total effect, respectively. These findings provide new perspectives on the intervention with and treatment of social anxiety in college students.

The application of artificial intelligence (AI) in programming assistance has garnered researchers’ attention for its potential to reduce learning costs for users, increase work efficiency, and decrease repetitive coding tasks. However, given the novelty of AI Coding Assistant Tools (AICATs), user acceptance is currently limited, and the factors influencing this phenomenon are unclear. This study proposes an expanded model based on the Technology Acceptance Model (TAM) that incorporates the characteristics of AICAT users to explore the key factors affecting college students’ willingness to use AICATs. Utilizing a survey methodology, 303 Chinese participants completed the questionnaire. Factor analysis and Structural Equation Modeling (SEM) results indicate that users’ dependence worry (DW) about AICATs positively affects perceived risk (PR), which in turn negatively impacts perceived usefulness (PU) and perceived ease of use (PEOU), thus reducing user willingness to use. Dependence concerns also negatively impact perceived trust (PT), while PT positively affects PU and PEOU, thereby enhancing willingness to use. Additionally, a user’s self-efficacy (SE) negatively impacts DW and positively affects PEOU. This study discusses the potential significance of these findings and offers suggestions for AICAT developers to foster and promote widespread use.

With the advancement of technology and the development of society, live-streamed teaching, characterized by real-time interaction between teachers and students, has emerged as a new form of online education and has rapidly evolved in practice. However, in online live-streamed teaching, there are still various issues, such as insufficient teacher–student interaction and interactive functionalities, that fail to meet learners’ needs. These issues impact the efficiency and user experience of online live-streamed teaching. Currently, scholars mostly examine these issues from the perspective of online teaching system design, paying less attention to exploring the interactive mechanisms from the point of view of user perception. Within the context of Chinese education, based on the technology acceptance model, this study investigated student personality traits, interactive motivations, and platform interactive functionalities, and the aim of this study was to explore the influencing factors and mechanisms of online live-streamed teaching interactions. A total of 281 university students participated in the survey, and the results indicated that the platform’s interactive functionalities significantly and positively predicted perceived usability and perceived ease of use. Moreover, the students’ personality traits significantly and positively predicted interaction motivations and usage attitudes. Furthermore, usage attitudes significantly and positively predicted interactive behavior. A mediation analysis revealed that perceived usability and perceived ease of use mediated the relationship between the platform’s interactive functionalities and usage attitudes. Additionally, interaction motivations mediated the relationship between the students’ personality traits and interactive behavior. We discuss the potential implications and practical significance of the current research findings. The results of this study offer viable strategies for enhancing current online educational practices, aiding educational designers in order to better organize and promote online educational interactions to elevate student engagement and advance the sustainable development of digital education.