Discovering the Role of Artificial Intelligence in K12

Nadi, Armana Hakim; Hossain, Syed Far Abid; Safin, Mussanna Ahmed; Sofin, Mahbuba Rahman; Akhter, Rahma

doi:10.4018/978-1-7998-6829-3.ch018

Cited by 3 publications

(5 citation statements)

References 33 publications

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“…Few respondents used mobile devices for gaming and other purposes. These results are similar to Ozan et al (2015), Mtebe and Raisamo (2014) and Nadi et al (2023), as they reported that most students use mobile devices for academic purposes. Furthermore, among various academic purposes, the main academic purposes were checking and sending e-mails, accessing search engines, completing assignments, research work activities and training and selflearning.…”

Section: Discussionsupporting

confidence: 91%

“…Mobile devices such as tablets and smartphones have been adopted rapidly and have outpaced desktop computers (Nadi et al , 2023). Combined with improved broadcasting systems and reduced device sizes and prices, usage regularity and percentages have tremendously increased in recent years.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, it has been found that student’s engagement in educational programs and activities via mobile learning has progressed quickly worldwide (Wong et al , 2015). Recently, Nadi et al (2023) reported a strong correlation between the effectiveness of online education and mobile learning.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the use of mobile technologies for learning: an empirical study of library and information science (LIS) students

Ashiq

Rehman

Yousaf

et al. 2023

DLP

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Purpose The use of mobile technologies and learning devices has been increasing in every field of life, and library and information sciences are no exception. This study aims to explore the perceptions of library and information science (LIS) students regarding mobile learning (m-learning) along with their primary purposes, social media applications, advantages, disadvantages, barriers, impact and overall satisfaction with using these devices. Design/methodology/approach A survey method was used, and data was collected from the students of 12 library schools in Pakistan for a total sample of 250 students. Findings Their main purposes of usage, their needs, advantages, disadvantages, barriers, impacts and the level of overall satisfaction were also identified. The inferential statistics (t-test and ANOVA) also identified the difference of opinion on the basis of gender, programs, types and number of m-learning devices. Overall, the findings highlight the need for academic libraries to give mobile access (launching mobile applications) to better use library services. To ensure this, libraries must keep an eye on new advances in mobile technology, researchers’ needs and related electronic library services and observe how these services are being used. Practical implications Theoretical and practical implications have been highlighted to understand the perceptions of LIS students about m-learning devices. Originality/value The mobile library service providers and management need to improve their services by offering services that fit the diverse needs of their users and should know how to attract modern library users.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the use of mobile technologies for learning: an empirical study of library and information science (LIS) students

Ashiq

Rehman

Yousaf

et al. 2023

DLP

View full text Add to dashboard Cite

show abstract

“…To ensure effective implementation, teachers should clearly understand the student's needs and learning objectives and be involved in the design process of chatbots. Additionally, teachers should be well-versed in the features and capabilities of chatbots and understand how to use them to promote learning in their classrooms (Nadi et al, 2022). Teacher training and support should be incorporated into any implementation plan for using chatbots in education to maximise the effectiveness of their use.…”

Section: Implications For Practicementioning

confidence: 99%

Investigating the Impact of Chatbots in Different Learning Contexts on Student Engagement and Critical Thinking

Baskara

2023

JEEYAL

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Technology integration in education has been a topic of interest for many years. Among those technologies, chatbots have been used in many educational settings. However, the impact of chatbots on students' engagement and critical thinking in different learning contexts has not been fully explored. This study aimed to investigate the impact of chatbots in different learning contexts on student engagement and critical thinking. A literature review was conducted to examine the previous studies on using chatbots in different learning contexts and relevant theoretical frameworks on student engagement and critical thinking in online and blended learning contexts. This study's results revealed that chatbots could improve students' engagement in different learning contexts and support the development of critical thinking skills. However, the design and features of chatbots should be aligned with the learning context to achieve optimal results. This study fills a gap in the literature by providing insight into how chatbot-mediated instruction may vary in different learning contexts and its possible impact on student engagement and critical thinking. The findings of this study have implications for chatbot design and instruction in different learning contexts, and it could be considered a valuable reference for educators, instructional designers, and researchers.

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“…The IoT stands poised to realize this vision and address pertinent challenges, creating a superior alternative to traditional elearning systems [26][27][28][29][30]. However, it is worth noting that developing nations such as Saudi Arabia have yet to fully embrace the IoT within their educational infrastructures [31][32][33][34], and technologies such as e-learning [35], m-learning [36], ubiquitous learning [37], and virtual teaching/learning methods [38] have not brought about the expected transformative impact in higher education. This study aims to establish a robust strategy to enhance the integration of the IoT within HEIs, particularly in developing countries.…”

Section: Introductionmentioning

confidence: 99%

IoT Adoption Model for E-Learning in Higher Education Institutes: A Case Study in Saudi Arabia

Ali,

Madni,

Jahangeer

et al. 2023

Sustainability

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The realm of the Internet of Things (IoT), while continually transforming as a novel paradigm in the nexus of technology and education, still contends with numerous obstacles that hinder its incorporation into higher education institutions’ (HEIs) e-learning platforms. Despite substantial strides in IoT utilization from industrialized nations—the United States, the United Kingdom, Japan, and China serving as prime exemplars—the scope of its implementation in developing countries, notably Saudi Arabia, Malaysia, Pakistan, and Bangladesh, lags behind. A significant gap exists in research centered on the trajectory of IoT integration within e-learning systems of economically disadvantaged nations. Specifically, this study centers on Saudi Arabia to illuminate the main factors catalyzing or encumbering IoT uptake within its HEIs’ e-learning sector. As a preliminary step, this research has embarked on an exhaustive dissection of prior studies to unearth critical variables implicated in the IoT adoption process. Subsequently, we employed an inferential methodology, amassing data from 384 respondents in Saudi Arabian HEIs. Our examination divulges that usability, accessibility, technical support, and individual proficiencies considerably contribute to the rate of IoT incorporation. Furthermore, our data infer that financial obstacles, self-efficacy, interactive capability, online surveillance, automated attendance tracking, training programs, network and data safeguarding measures, and relevant tools significantly influence IoT adoption. Contrarily, factors such as accessibility, internet quality, infrastructure preparedness, usability, privacy concerns, and faculty support appeared to have a negligible impact on the adoption rates within HEIs. This research culminates in offering concrete recommendations to bolster IoT integration within Saudi Arabian HEIs, presenting valuable insights for government entities, policy architects, and HEIs to address the hurdles associated with IoT implementation in the higher education sector.

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Discovering the Role of Artificial Intelligence in K12

Cited by 3 publications

References 33 publications

Exploring the use of mobile technologies for learning: an empirical study of library and information science (LIS) students

Exploring the use of mobile technologies for learning: an empirical study of library and information science (LIS) students

Investigating the Impact of Chatbots in Different Learning Contexts on Student Engagement and Critical Thinking

IoT Adoption Model for E-Learning in Higher Education Institutes: A Case Study in Saudi Arabia

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