ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1633686
Exploring the Factors Influencing College Students' Learning Satisfaction in Generative AI-Supported MOOCs Learning Environment: A Learning Experience Framework Perspective
Provisionally accepted
- 1Shaanxi Normal University, Xi'an, China
- 2Guangzhou open University, Guangzhou, China
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
Massive Open Online Courses (MOOCs) are gradually integrating GenAI technologies to provide personalized support. However, the mechanisms underlying the factors influencing learners' satisfaction in GenAI-supported MOOCs remain unclear. Under learning experience perspective, this study constructs a model of factors influencing college students' learning satisfaction (LS) that includes four dimensions: GenAI-supported MOOC learning environment (LE), teacher-student interaction (TSI), student-student interaction (SSI) and learning outcomes (LO). Data from 402 college students' questionnaires were collected in GenAI-supported MOOC courses, and SEM was used to validate the theoretical model of satisfaction influencing factors. Results found that: (1) students' overall LS in GenAI-supported MOOCs is high, indicating the environment can satisfy students' most learning needs; (2) although LE does not directly affect LS, it positively influences LS through the mediation of LO, which suggests that learners' perception of LE needs to be translated into the actual LO before it can improve LS; (3) TSI has a significant positive impact on LO, but a negative impact on satisfaction, indicating that GenAI intervention may lead to emotional detachment or excessive expectations; (4) SSI promotes LO, but does not have a significant impact on LS, reflecting that the value of peer collaboration has not been fully embodied in GenAI environment. In GenAI-supported MOOCs, improving teachers' GenAI collaboration ability, balancing human-computer roles, and strengthening emotional support are the future directions to enhance LS. This study provides empirical evidence for the in-depth application and effect enhancement of GenAI in MOOCs.
Keywords: GenAI, MOOCs learning environment, Learning experience, learning satisfaction, college students
Received: 23 May 2025; Accepted: 13 Oct 2025.
Copyright: © 2025 吕, Wang, Nie, Wu and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Xin Wang, wangxin221022@snnu.edu.cn
Yong Nie, wangxin221022@163.com
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.