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
Aminah Saad Aldossary, Alia Abdullah Aljindi, Jamilah Mohammed Alamri
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep536
ABSTRACT
Purpose: This study aims to provide an analysis of students’ perceptions of the role of generative artificial intelligence (GenAI) tools in education, through five axes: (1) level of knowledge and awareness, (2) level of acceptance and readiness, (3) the role of GenAI in education, (4 (level of awareness of potential concerns and challenges, and (5) The impact of GenAI tools on achieving the sustainable development goals in education.
Materials and methods: The study followed a descriptive quantitative methodology based on surveying through a questionnaire. The sample consisted of 1390 students from 15 Saudi universities.
Results: The students have positive perceptions towards the role of GenAI tools in education, as students have a high level of awareness and acceptance of adopting these tools. In addition, students are highly aware of the role of GenAI tools in improving their understanding of complex concepts, developing skills, improving their self-efficacy, learning outcomes, providing feedback, and making learning meaningful. The results also confirm their general awareness of the concerns and challenges. A relationship exists between students’ perceptions of GenAI and their scientific specializations, as students in computer sciences showed greater awareness regarding concerns and challenges, whereas students in agricultural sciences showed greater awareness of the impact of GenAI tools on achieving sustainable development goals.
Conclusions: The study offers valuable insights on GenAI adoption in higher education, also there is an urgent need to consider developing appropriate use policies, spreading awareness, and creating systems capable of detecting unethical cases.
Keywords: artificial intelligence, ChatGPT, LLM, technology role, education filed, perceptions of Saudi students