AI Application (ChatGPT) and Saudi Arabian Primary School Students' Autonomy in Online Classes: Exploring Students and Teachers' Perceptions
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| Title: | AI Application (ChatGPT) and Saudi Arabian Primary School Students' Autonomy in Online Classes: Exploring Students and Teachers' Perceptions |
|---|---|
| Language: | English |
| Authors: | Ali Rashed Ibraheam Almohesh |
| Source: | International Review of Research in Open and Distributed Learning. 2024 25(3):1-18. |
| Availability: | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Artificial Intelligence, Natural Language Processing, Foreign Countries, Elementary Schools, Personal Autonomy, Online Courses, Student Attitudes, Teacher Attitudes, Technology Uses in Education, Grade 6, Technology Integration |
| Geographic Terms: | Saudi Arabia (Riyadh) |
| ISSN: | 1492-3831 |
| Abstract: | In education, the integration of artificial intelligence (AI) has presented opportunities to transform the dynamics of online learning. This study investigated the impact of an AI-powered application, namely ChatGPT, on the autonomy of Saudi Arabian primary students participating in online classes. It also explored how the implementation of Chat GPT influenced Saudi Arabian primary students' autonomy. In this mixed-methods study, a quasi-experimental design assessed the impact of ChatGPT on learner autonomy among 250 Saudi Arabian primary students from six primary schools in Riyadh, Saudi Arabia. The quantitative analysis employed descriptive statistics and t-tests, while the qualitative data underwent interpretative phenomenological analysis. To ensure coding reliability, 20% of the codes were independently reviewed by an external coder, with a 94% inter-coder agreement coefficient reached through consensus. Findings revealed that ChatGPT significantly affected the participants' perceptions of autonomy and its different dimensions. Qualitative data showed that AI-powered applications contributed to the students' autonomy in 10 different ways. Participants also mentioned that AI-powered apps might have some negative consequences. This study has theoretical implications for redefining learner autonomy in the digital age and calls for the exploration of many facets of autonomy. Practical applications from this study include strategic integration of AI into online education, data security, and the need for orientation programs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441366 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: AI Application (ChatGPT) and Saudi Arabian Primary School Students' Autonomy in Online Classes: Exploring Students and Teachers' Perceptions – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ali+Rashed+Ibraheam+Almohesh%22">Ali Rashed Ibraheam Almohesh</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2024 25(3):1-18. – Name: Avail Label: Availability Group: Avail Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+Language+Processing%22">Natural Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia+%28Riyadh%29%22">Saudi Arabia (Riyadh)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1492-3831 – Name: Abstract Label: Abstract Group: Ab Data: In education, the integration of artificial intelligence (AI) has presented opportunities to transform the dynamics of online learning. This study investigated the impact of an AI-powered application, namely ChatGPT, on the autonomy of Saudi Arabian primary students participating in online classes. It also explored how the implementation of Chat GPT influenced Saudi Arabian primary students' autonomy. In this mixed-methods study, a quasi-experimental design assessed the impact of ChatGPT on learner autonomy among 250 Saudi Arabian primary students from six primary schools in Riyadh, Saudi Arabia. The quantitative analysis employed descriptive statistics and t-tests, while the qualitative data underwent interpretative phenomenological analysis. To ensure coding reliability, 20% of the codes were independently reviewed by an external coder, with a 94% inter-coder agreement coefficient reached through consensus. Findings revealed that ChatGPT significantly affected the participants' perceptions of autonomy and its different dimensions. Qualitative data showed that AI-powered applications contributed to the students' autonomy in 10 different ways. Participants also mentioned that AI-powered apps might have some negative consequences. This study has theoretical implications for redefining learner autonomy in the digital age and calls for the exploration of many facets of autonomy. Practical applications from this study include strategic integration of AI into online education, data security, and the need for orientation programs. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1441366 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Natural Language Processing Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Elementary Schools Type: general – SubjectFull: Personal Autonomy Type: general – SubjectFull: Online Courses Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Grade 6 Type: general – SubjectFull: Technology Integration Type: general – SubjectFull: Saudi Arabia (Riyadh) Type: general Titles: – TitleFull: AI Application (ChatGPT) and Saudi Arabian Primary School Students' Autonomy in Online Classes: Exploring Students and Teachers' Perceptions Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ali Rashed Ibraheam Almohesh IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 1492-3831 Numbering: – Type: volume Value: 25 – Type: issue Value: 3 Titles: – TitleFull: International Review of Research in Open and Distributed Learning Type: main |
| ResultId | 1 |
