{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,31]],"date-time":"2025-12-31T14:58:00Z","timestamp":1767193080082,"version":"3.48.0"},"reference-count":113,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2025,12,31]],"date-time":"2025-12-31T00:00:00Z","timestamp":1767139200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Jiangsu Provincial Social Science Fund","award":["23JYD002"],"award-info":[{"award-number":["23JYD002"]}]},{"name":"2024 Universities\u2019 Philosophy and Social Science Research in Jiangsu Province","award":["2024SJYB0653"],"award-info":[{"award-number":["2024SJYB0653"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Information"],"abstract":"<jats:p>As artificial intelligence (AI) technologies and Virtual Exchange (VE) become increasingly embedded in higher education, AI-driven digital humans have begun to feature in design-oriented virtual international workshops, providing a novel context for examining learner behaviour. This study develops a structural model to examine the links between system support, interaction processes, self-efficacy, satisfaction, and international learning intention. Specifically, it investigates how perceived AI support, system ease of use, and interaction intensity influence students\u2019 continuous participation in international learning through the mediating roles of learning self-efficacy, interaction quality, and satisfaction. Data were collected through an online questionnaire administered to undergraduate and postgraduate students who had participated in an AI-driven digital human\u2013supported online international design workshop, yielding 611 valid responses. Reliability and validity analyses, as well as structural equation modelling, were conducted using SPSS 22 and AMOS v.22.0. The results show that perceived AI support, system ease of use, and interaction intensity each have a significant positive effect on learning self-efficacy and interaction quality. Both self-efficacy and interaction quality, in turn, significantly enhance learning satisfaction, which subsequently increases students\u2019 intentions for sustained participation in international learning. Overall, the findings reveal a coherent causal chain: AI-driven digital human system characteristics \u2192 learning process experience \u2192 learning satisfaction \u2192 sustained participation intention. This study demonstrates that integrating AI-driven digital humans can meaningfully improve learners\u2019 process experiences in virtual international design workshops. The results provide empirical guidance for curriculum design, pedagogical strategies, and platform optimization in AI-supported, design-oriented virtual international learning environments.<\/jats:p>","DOI":"10.3390\/info17010024","type":"journal-article","created":{"date-parts":[[2025,12,31]],"date-time":"2025-12-31T14:33:25Z","timestamp":1767191605000},"page":"24","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploring the Determinants of Continuous Participation in Virtual International Design Workshops Mediated by AI-Driven Digital Humans"],"prefix":"10.3390","volume":"17","author":[{"given":"Yufeng","family":"Fu","sequence":"first","affiliation":[{"name":"School of Foreign Studies, Jiangnan University, Wuxi 214122, China"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4020-8370","authenticated-orcid":false,"given":"Chun","family":"Yang","sequence":"additional","affiliation":[{"name":"School of Design, Jiangnan University, Wuxi 214122, China"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-5531-8764","authenticated-orcid":false,"given":"Zhiyuan","family":"Wang","sequence":"additional","affiliation":[{"name":"School of Design, Jiangnan University, Wuxi 214122, China"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-1632-4399","authenticated-orcid":false,"given":"Juncheng","family":"Mu","sequence":"additional","affiliation":[{"name":"School of Fine Arts, Nanjing Normal University, Nanjing 210023, China"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2025,12,31]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"21","DOI":"10.1017\/S0958344021000215","article-title":"Exploring teachers\u2019 professional development through participation in virtual exchange","volume":"34","author":"Dooly","year":"2022","journal-title":"ReCALL"},{"key":"ref_2","doi-asserted-by":"crossref","unstructured":"Lanham, C., and Voskuil, C. 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