{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T18:11:07Z","timestamp":1790014267355,"version":"4.0.1"},"reference-count":61,"publisher":"Public Library of Science (PLoS)","issue":"9","license":[{"start":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T00:00:00Z","timestamp":1789948800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Fujian Provincial Science and Technology Program","award":["2025R0103"],"award-info":[{"award-number":["2025R0103"]}]},{"name":"Fujian Provincial Social Science Foundation Project","award":["FJ2025MGCA042"],"award-info":[{"award-number":["FJ2025MGCA042"]}]},{"name":"Key Major Educational & Teaching Research Projects of Fujian Undergraduate Universities 2025","award":["FBJY20250163"],"award-info":[{"award-number":["FBJY20250163"]}]}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS One"],"abstract":"<jats:p>\n                    As large language models are increasingly embedded in dedicated learning tablets, educational robots, and other physical AI learning devices (AILDs), sustaining learners\u2019 engagement beyond initial adoption has become a broader challenge for educational technology research and design. Although the technical capabilities of such devices continue to advance, the factors associated with continued use remain poorly understood. Drawing on the Stimulus\u2013Organism\u2013Response framework and Self-Determination Theory, this study examines associations among perceived personalization, interactivity, response timeliness, friendliness, autonomy, competence, relatedness, perceived enjoyment, and continuance intention. Cross-sectional survey data were collected from 726 first-year senior high school students with experience using AILDs and analyzed using partial least squares structural equation modeling. Effect sizes varied substantially across the estimated associations. The association between relatedness and perceived enjoyment had the largest effect size (\n                    <jats:italic>f<\/jats:italic>\n                    <jats:sup>2<\/jats:sup>\n                    \u2009=\u20090.266), whereas the remaining effect sizes were small or negligible. Two theoretically informative expected associations were not supported: perceived personalization with autonomy and response timeliness with relatedness. The model explained 47.0% of the variance in continuance intention and 50.7% in perceived enjoyment. Perceived friendliness showed the largest feature\u2013need association with relatedness, whereas response timeliness was associated with autonomy and competence but not with relatedness. Autonomy and competence showed statistically significant direct and indirect associations with continuance intention, whereas relatedness showed a statistically significant indirect association involving perceived enjoyment but no significant direct association with continuance intention. Perceived enjoyment was positively associated with continuance intention and was involved in statistically significant indirect associations for all three psychological needs. These findings reveal differentiated feature\u2013need and need\u2013intention association patterns in physical AI educational hardware and suggest that design attention may usefully extend beyond responsiveness to relational and enjoyable interaction. Because the data are cross-sectional, these association patterns should not be interpreted as evidence of temporal or causal relationships.\n                  <\/jats:p>","DOI":"10.1371\/journal.pone.0358228","type":"journal-article","created":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T17:39:08Z","timestamp":1790012348000},"page":"e0358228","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":0,"title":["Beyond responsiveness: Differentiated associations among product features, psychological needs, perceived enjoyment, and continuance intention toward AI learning devices"],"prefix":"10.1371","volume":"21","author":[{"given":"Gang","family":"Ren","sequence":"first","affiliation":[{"name":"School of Design Arts, Xiamen University of Technology","place":["Xiamen, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-7487-3704","authenticated-orcid":true,"given":"Xuezhen","family":"Wu","sequence":"additional","affiliation":[{"name":"School of Design Arts, Xiamen University of Technology","place":["Xiamen, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gang","family":"Wang","sequence":"additional","affiliation":[{"name":"School of Design Arts, Xiamen University of Technology","place":["Xiamen, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yinuo","family":"Ye","sequence":"additional","affiliation":[{"name":"Sierra Canyon School","place":["Chatsworth, California, United States of America"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zhihuang","family":"Huang","sequence":"additional","affiliation":[{"name":"School of Design Arts, Xiamen University of Technology","place":["Xiamen, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tianyang","family":"Huang","sequence":"additional","affiliation":[{"name":"School of Design Arts, Xiamen University of Technology","place":["Xiamen, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"340","published-online":{"date-parts":[[2026,9,21]]},"reference":[{"issue":"8","key":"pone.0358228.ref001","doi-asserted-by":"crossref","first-page":"671","DOI":"10.3390\/bs14080671","article-title":"Understanding Users\u2019 Acceptance of Artificial Intelligence Applications: A Literature Review","volume":"14","author":"P Jiang","year":"2024","journal-title":"Behav Sci (Basel)"},{"issue":"1","key":"pone.0358228.ref002","article-title":"Exploring the impact of intelligent learning tools on students\u2019 independent learning abilities: a PLS-SEM analysis of grade 6 students in China","volume":"10","author":"R Pan","year":"2023","journal-title":"Humanit Soc Sci Commun"},{"issue":"1","key":"pone.0358228.ref003","doi-asserted-by":"crossref","first-page":"81","DOI":"10.1111\/0022-4537.00153","article-title":"Machines and Mindlessness: Social Responses to Computers","volume":"56","author":"C Nass","year":"2000","journal-title":"J Soc Issues"},{"issue":"8","key":"pone.0358228.ref004","doi-asserted-by":"crossref","first-page":"107256","DOI":"10.1016\/j.isci.2023.107256","article-title":"Humans perceive warmth and competence in artificial intelligence","volume":"26","author":"KR McKee","year":"2023","journal-title":"iScience"},{"key":"pone.0358228.ref005","doi-asserted-by":"crossref","unstructured":"Cagiltay B, White NT, Ibtasar R, Mutlu B, Michaelis J. 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