Alammari Abdullah
Faculty of Education, Curriculums and Teaching Department, Umm Al-Qura University, Makkah, Makkah, Saudi Arabia.
PeerJ Comput Sci. 2024 Feb 16;10:e1879. doi: 10.7717/peerj-cs.1879. eCollection 2024.
Incorporating generative artificial intelligence (GAI) in education has become crucial in contemporary educational environments. This research article thoroughly investigates the ramifications of implementing GAI in the higher education context of Saudi Arabia, employing a blend of quantitative and qualitative research approaches. Survey-based quantitative data reveals a noteworthy correlation between educators' awareness of GAI and the frequency of its application. Notably, around half of the surveyed educators are at stages characterized by understanding and familiarity with GAI integration, indicating a tangible readiness for its adoption. Moreover, the study's quantitative findings underscore the perceived value and ease associated with integrating GAI, thus reinforcing the assumption that educators are motivated and inclined to integrate GAI tools like ChatGPT into their teaching methodologies. In addition to the quantitative analysis, qualitative insights from in-depth interviews with educators unveil a rich tapestry of perspectives. The qualitative data emphasizes GAI's role as a catalyst for collaborative learning, contributing to professional development, and fostering innovative teaching practices.
在当代教育环境中，将生成式人工智能（GAI）融入教育已变得至关重要。本文通过定量和定性相结合的研究方法，深入探讨了在沙特阿拉伯高等教育背景下实施GAI的影响。基于调查的定量数据显示，教育工作者对GAI的认知与应用频率之间存在显著相关性。值得注意的是，约一半的受访教育工作者处于对GAI整合有一定理解和熟悉的阶段，这表明他们在采用GAI方面有切实的准备。此外，该研究的定量结果强调了整合GAI所带来的感知价值和便利性，从而强化了教育工作者有动机且倾向于将ChatGPT等GAI工具融入其教学方法的假设。除了定量分析，对教育工作者进行深入访谈所获得的定性见解揭示了丰富多样的观点。定性数据强调了GAI作为协作学习的催化剂、促进专业发展以及培养创新教学实践的作用。
