Research Article
Mailizar Mailizar, Ega Gradini, Tommy Tanu Wijaya, Abdulsalam Al-Manthari
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep590
ABSTRACT
This study aims to examine the factors that influence university students’ behavioral intention in accepting video-conferencing for learning mathematics in the post-COVID-19 era. Video-conferencing as a learning tool has been widely used to establish effective communication among learners, teachers, and peers. This is particularly valuable in situations where face-to-face communication is not possible, such as during the COVID-19 pandemic. As the pandemic comes to an end, it is unclear whether video-conferencing will continue to be widely used as a teaching and learning tool. This study extends the technology acceptance model (TAM) by adding digital literacy (critical use, technology focused, and digital reading) and social presence (SC) as external factors. Extended TAM with digital literacy and SC as factors provide understanding on how university students’ digital literacy level and their connection and engagement with others influences their acceptance of video-conferencing for learning. The participants include 238 students from six universities in Indonesia (three public universities and three private universities), who enrolled in bachelor’s degree of mathematics and mathematics education. The questionnaire consisted of 40 items administered online to students selected by random sampling. A partial least square-structural equation modelling approach was used to analyze the measurement model, test the path, and draw conclusions. The findings of this study shows that attitude is the most important factor that has influenced the intention to employ video-conferencing after a pandemic situation. In addition, SC is considered the most significant factor in students’ attitudes towards the use of video-conferencing in the post-COVID-19 era.
Keywords: TAM, video conferencing acceptance, post-COVID-19, university student
Research Article
Liqaa Habeb Al-Obaydi, Marcel Pikhart, Md Kamal Hossain
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep591
ABSTRACT
Chatbots with artificial intelligence (AI) capabilities, such as ChatGPT, are an important tool for language learning because they provide an interactive and adaptive learning environment that can be adjusted to each learner’s level of skill. This paper explores the application of ChatGPT, an advanced AI-powered chatbot, as a tool for language learning, focusing on the development of core language skills such as speaking, reading, writing, listening, and communication. The study involves 30 English as a foreign language college students from two different higher education contexts, Iraq and the Czech Republic. The research utilizes two methods; content analysis by asking direct questions and using ChatGPT as a guide to recommend actions is the second phase, followed by an exercise partner and rater. Jigsaw technique is also used to assign language skills to the groups of participants to consult ChatGPT then share and evaluate its effectiveness. A phenomenographic research design using an interview was used to gather data for this study, which accurately reflects how a group of people views a certain phenomenon. Following the six-week experiment, the participants are interviewed to get their thoughts on using ChatGPT to improve language skills. The findings indicate that ChatGPT’s content analysis method has limited effectiveness in developing language skills due to the kind of output gained which is only instructions and/or recommendations. However, using ChatGPT as a guide and then as a partner offers very big support for students in all language skills, with varied results influenced by the prompts used. Students generally have positive attitudes toward using ChatGPT, finding it essential for developing their speaking (75%), writing (100%), listening (87%), reading (87%), and communication (75%). The study suggests that ChatGPT may be more advantageous for students if it is used in regular language practice for a long period of time.
Keywords: ChatGPT, foreign language learning, core language skills, second language acquisition, digital learning, chatbots, artificial intelligence in education
Research Article
Valentine Joseph Owan, Ibrahim Abba Mohammed, Ahmed Bello, Tajudeen Ahmed Shittu
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep592
ABSTRACT
Despite the increasing interest in artificial intelligence technologies in education, there is a gap in understanding the factors influencing the adoption of ChatGPT among Nigerian higher education students. Research has not comprehensively explored these factors in the Nigerian context, leaving a significant gap in understanding technology adoption in this setting. This study addressed this gap by investigating the predictors of students’ behavioral intentions (BIs) and actual use behavior of ChatGPT through the lens of the unified theory of acceptance and use of technology 2 (UTAUT2) framework. A cross-sectional correlational research design was used to examine the relationships between extended UTAUT variables, BIs, and ChatGPT use behavior. A sample of 8,496 higher education students from diverse institutions in Nigeria participated in the study. The data were collected using the higher education students’ ChatGPT utilization questionnaire, which assessed various factors, such as performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FCs), hedonic motivation (HM), habit (HB), BI, and ChatGPT use behavior. The findings reveal several significant predictors of students’ BIs and actual usage of ChatGPT. PE, SI, HM, and HB were found to be significant positive predictors of BI, while EE and FCs were significant negative predictors. For ChatGPT use behavior, FCs, HM, HB, and BI were significant positive predictors, whereas PE and SI were significant negative predictors. BI mediated the relationships between several factors and ChatGPT usage behavior: positively for some (PE, SI, HM, and HB) and negatively for others (EE and FC). This study contributes to understanding the adoption of ChatGPT in higher education contexts. The findings highlight the importance of addressing usability issues, providing adequate support and resources, promoting a positive user experience, fostering habitual usage, and leveraging social networks to encourage adoption.
Keywords: artificial intelligence, chatbots, GenAI, large language models, technology use
Review Article
Jiayan Xie, Ghayth K. S. Al-Shaibani, Jingli Zhao, Othman Talib
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep593
ABSTRACT
The application potential of the metaverse as an emerging technology in education has sparked widespread attention globally. A systematic review was conducted using the preferred reporting items for systematic reviews and meta-analyses method, which yielded 43 relevant articles from a total of 527 articles to examine the current status and the potential of the metaverse adoption in education. The analysis involves seven aspects as reflected in the seven research questions posed. The results indicate global widespread interest in exploring the potential application of the metaverse in education, primarily focusing on general educational settings and relatively less on specific subjects such as English and mathematics. Surveys and interviews were the primary research methods used, with the technology acceptance model and the unified theory of acceptance and use of technology as common theoretical frameworks. Twenty-five factors influencing the adoption of the metaverse in education have been identified, and six future research topics, such as examining students’ and teachers’ behaviors and attitudes have been proposed. This review contributes to constructing a novel framework for future research of the metaverse adoption in education, encouraging educators to integrate its advantages into specific subjects based on students’ needs for quality education.
Keywords: the educational metaverse, the metaverse adoption framework, contributing factors, quality education
Research Article
Najah S. Alsaedi
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep594
ABSTRACT
This study employed the technology acceptance model to explore Saudi undergraduates’ perspectives on using ChatGPT for English as a foreign language learning. It also aimed to explore the impact of gender, academic level, and experience with ChatGPT on their perceptions. A descriptive quantitative approach was used, using a web-based questionnaire for data collection. The results indicated that students perceived ChatGPT as useful and easy to use, and they demonstrated strong behavioral intentions to use it. However, they expressed concerns about potential overreliance and academic dishonesty. The analysis showed no significant gender differences in perceived usefulness (PU), negative attitudes, or behavioral intention; however, females reported slightly higher positive attitudes and greater ease of use compared to males. The results also indicated that students’ perceptions varied based on their academic level, but there were no differences in perceived ease of use and behavioral intention. This suggests a consistent recognition of ChatGPT’s usability and intention to use across different academic levels. The findings also revealed that students’ familiarity and experience with ChatGPT significantly enhanced its PU, ease of use, and overall acceptance. The detailed findings and their implications for both practical applications and policymaking are discussed.
Keywords: technology acceptance model, ChatGPT, artificial intelligence, Saudi students, higher education
Research Article
Mariam Hejab Alshaibani, Waleed Mugahed Al-Rahmi, Ragad M. Tawafak
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep595
ABSTRACT
This study introduces and validates the artificial intelligence anxiety scale (AIAS), a novel instrument designed to measure researchers’ anxieties when employing artificial intelligence (AI) tools in academic writing. As AI technologies rapidly infiltrate scholarly work, however, the primary concern grows about their ethical implications, impact on traditional research skills, and the lack of institutional readiness issues that remain underexplored in existing literature. Addressing this critical gap, the AIAS offers a novel framework grounded in real-world academic concerns. Using an inductive approach, data were collected from 219 faculty members and graduate students at Taif University, Saudi Arabia, revealing four core dimensions of AI-related anxiety: (1) concerns about the accuracy of AI outputs, (2) fear of committing plagiarism, (3) lack of institutional guidelines, and (4) fear of losing research skills. Exploratory and confirmatory factor analyses confirmed the existence of these factors, and reliability testing indicated robust internal consistency. By offering the first validated tool specifically tailored to measure AI-related anxiety in academic contexts, this study provides a significant resource for researchers and institutions. Its application can guide universities in devising training and support initiatives to ensure the ethical and practical integration of AI, thereby sustaining the integrity of traditional research competencies and enhancing the overall quality and credibility of academic endeavors.
Keywords: AI anxiety, confirmatory factor analysis, academic research, psychological assessment
Research Article
Thada Jantakoon, Thiti Jantakun, Kitsadaporn Jantakun, Weerapa Pongpanich, Rungfa Pasmala, Panita Wannapiroon, Prachyanun Nilsook
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep596
ABSTRACT
The increasing integration of artificial intelligence (AI) in education has raised significant questions about its pedagogical value, especially in language learning. This meta-analysis examines the extent to which AI contributes to the development of English-speaking and listening skills. A systematic review of the literature was conducted by the preferred reporting items for systematic reviews and meta-analyses guidelines, utilizing peer-reviewed studies indexed in Scopus, ERIC, and EBSCOhost from 2017 to 2024. Nineteen studies met the inclusion criteria, all of which utilized experimental or quasi-experimental designs with measurable learning outcomes. The analysis reveals a substantial overall effect of AI-enhanced instruction (standardized mean difference [SMD] = 0.981, 95% confidence interval [0.571, 1.391], p < .001), with particularly notable improvements in speaking proficiency (SMD = 1.033). Although listening outcomes showed a positive trend (SMD = 0.714), the effect did not attain statistical significance. Considerable heterogeneity was noted across the studies, reflecting variations in learner populations, instructional contexts, and AI applications. Quality appraisal using the risk of bias in non-randomized studies of interventions framework indicated a predominantly low to moderate risk of bias. Publication bias analysis, including funnel plot symmetry and fail-safe N, further confirmed the reliability of the results. These findings highlight the advantages of AI in enhancing speaking skills within English instruction and underscore the need for further empirical studies to investigate its impact on listening comprehension. Collectively, the results provide timely, evidence-based guidance for educators and policymakers aiming to integrate AI effectively into language education. Highlight the advantages of AI in enhancing speaking skills within English instruction and underscore the need.
Keywords: artificial intelligence, English instruction, speaking skill, listening skill, meta-analysis
Research Article
Osama Taani, Khaleel AlArabi, Hassan Tairab, Othman Abu Khurma, Badriya AlSadrani
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep597
ABSTRACT
Research on artificial intelligence (AI) in education has revealed a significant gap in understanding the complex relationship between AI, self-regulation, and teachers’ pedagogical practices in the United Arab Emirates (UAE). The study adopts a cross-sectional study that uses exploratory survey aimed at investigating ChatGPT’s role in the future of UAE education by examining (1) how in-service teachers use ChatGPT in daily teaching, (2) its impact on their self-regulation abilities, and (3) potential changes in teaching practices resulting from ChatGPT integration. Data were collected from 311 in-service teachers from public and private schools, using a self-report questionnaire. The findings showed disparities in the perspectives of participants at both public and private schools, as well as gender levels. Public school teachers mainly used ChatGPT to generate instructional materials and facilitate classroom dialogue, whereas private school teachers focused on its application in lesson design. Private school teachers found ChatGPT easier and more effective than their public counterparts. Private school male teachers outperformed public school males by 0.56 points, and private school female teachers scored 0.52 points higher than their public-school counterparts. Regardless of educational background, private school teachers experienced better self-regulation with ChatGPT than public school teachers. The impact of ChatGPT on self-regulation varied according to teaching experience, affecting novice and experienced teachers differently from those with moderate experience. However, the findings on the impact of age are inconclusive and require further research. These results are discussed in the context of the current AI integration policies in UAE education.
Keywords: self-regulation, ChatGPT, in-service teachers, science education, UAE
Review Article
Huu Tong Duong, Minh Dung Tang, Xuan Mai Vo, Tien-Trung Nguyen, Muhammad Noor Kholid, Nga Thi Hoang, Phuong Uyen Bui, Minh Triet Viet Le
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep598
ABSTRACT
Many studies have been conducted on in-service mathematics teachers’ beliefs and instructional practices regarding integrating information and communication technologies (ICTs) into teaching. This systematic review study investigates in-service mathematics teachers’ beliefs, instructional practices, and the relationship between them in integrating ICTs into their instruction. Based on the systematic review methodology and the guidelines for preferred reporting items for systematic reviews and meta-analyses, with descriptive statistics and qualitative analysis data processing methods, 15 studies published from 2014 to 2023 were selected to perform the analysis. These results indicate that many studies show teachers’ positive beliefs about ICTs, including their ability to facilitate teaching and learning, improve students’ understanding, and promote student-centered learning. At the same time, teachers use multiple forms of technological tools in many different teaching activities. However, difficulties in practice, from teachers’ technological skills and knowledge to pedagogical skills in classroom management, are also analyzed from selected studies. Furthermore, this study shows that the conclusions about a correlation between beliefs and instructional practices in integrating ICTs into teaching in previous studies are relatively diverse. From these results, the study offers recommendations to stakeholders on professional development for in-service mathematics teachers, indicates its limits, and identifies potential future research areas.
Keywords: beliefs, ICTs, in-service mathematics, teachers, instructional practice, systematic review