Research Article
Alaa Zuhir Al-Rawashda, Laid Bouakaz, Asma Rebhi Al-Arab
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep633
ABSTRACT
This study aimed to assess the degree of university students’ awareness and use of artificial intelligence applications, specifically chat generative pre-trained transformer (ChatGPT), within the educational process in the United Arab Emirates (UAE). The descriptive-analytical method was employed, using a questionnaire distributed to a sample of 608 male and female students from Ajman University, representing a population of 6,072. The results revealed that university students have a high overall level of awareness (mean = 3.72, standard deviation = 0.83). A detailed analysis of the underlying dimensions of awareness identified four key factors: skills development, problem-solving, information exchange, and knowledge acquisition. While the overall awareness was high, the level of awareness regarding the use of artificial intelligence (AI) for skills development, problem-solving, and information exchange was average, with only the dimension of knowledge acquisition scoring high. Furthermore, the results showed no statistically significant differences in awareness levels based on gender or academic level. However, significant differences were found based on college, with students in scientific colleges reporting higher awareness than those in humanitarian colleges in the dimensions of skills development and problem-solving. The study recommends developing differentiated training programs and integrating AI tools into the curriculum under educator guidance to bridge the gap between basic awareness and advanced application. It also emphasizes that the use of applications like ChatGPT should not be absolute but must be guided and controlled by educators, and it advises incorporating an educational and social aspect into these technologies to suit the nature of the society.
Keywords: university student awareness, artificial intelligence applications, ChatGPT, educational process, UAE
Research Article
Arnau Erta-Majó, Eduard Vaquero
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep442
ABSTRACT
Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to structure and design educational processes using this approach in non-formal settings, and even less literature that integrates the perspectives of stakeholders on the necessary components for instructional design. To address this gap, a qualitative analysis of multiformat focus groups was conducted to describe the necessary items to be considered when developing transmedia educational process (TEP) in non-formal educational proposals when these are designed to families, children, and/or adolescents. Based on the findings, seven important levels were identified for instructional designing of TEPs: level of intentions (1), level of facilitators’ indications (2), level of participants’ needs (3), level of narrative integrations (4), level of elaboration and production (5), level of means and technological/physical support (6), and level of sharing willingness (7). The study discusses the importance to consider multiple perspectives, including those of facilitators, children and adolescents, and parents, when designing TEPs. Additionally, it is important to use a variety of media platforms, formats, and channels to engage diverse and heterogeneous groups of participants in non-formal educational settings. Further research could focus on developing and validating tools and strategies to guide instructional design in these types of educational processes.
Keywords: transmedia education, non-formal education, educative design, transmedia educational process