This study investigates the influence of generative artificial intelligence (GAI) on university students’ learning outcomes, employing a technology-mediated learning perspective. We developed and empirically tested an integrated model, grounded in interaction theory and technology-mediated learning theory, to examine the relationships between GAI interaction quality, GAI output quality, and learning outcomes. Data from 323 Chinese university students, collected through a two-wave longitudinal survey, revealed that both GAI interaction quality and output quality positively influenced learning motivation and creative self-efficacy.
