Building a triadic model of technology, motivation, and engagement: a mixed-methods study of AI teaching assistants in design theory education.

However, Lecturer Support (LS) did not reach statistical significance, which may reflect the self-driven nature of design disciplines, where students often engage in “learning by doing.” Notably, while lecturer support did not show a significant effect in the PLS-SEM model, it appeared in several configurations identified through fsQCA.

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