AI Application (ChatGPT) and Saudi Arabian Primary School Students’ Autonomy in Online Classes: Exploring Students and Teachers’ Perceptions

In education, the integration of artificial intelligence (AI) has presented opportunities to transform the dynamics of online learning. This study investigated the impact of an AI-powered application, namely ChatGPT, on the autonomy of Saudi Arabian primary students participating in online classes....

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Veröffentlicht in:International review of research in open and distance learning Jg. 25; H. 3; S. 1 - 18
1. Verfasser: Rashed Ibraheam Almohesh, Ali
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Athabasca Athabasca University Press (AU Press) 01.08.2024
International Review of Research in Open and Distance Learning
Athabasca University Press
Schlagworte:
AI-powered applications
Artificial intelligence
ChatGPT
Data Analysis
Distance learning
Educational Objectives
Elementary School Students
Language Skills
Learning Processes
Learning Strategies
Lifelong Learning
online classes
Privacy
students' autonomy
students' perceptions
Teachers
Saudi Arabia
ISSN:1492-3831, 1492-3831
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Zusammenfassung:In education, the integration of artificial intelligence (AI) has presented opportunities to transform the dynamics of online learning. This study investigated the impact of an AI-powered application, namely ChatGPT, on the autonomy of Saudi Arabian primary students participating in online classes. It also explored how the implementation of Chat GPT influenced Saudi Arabian primary students’ autonomy. In this mixed-methods study, a quasi-experimental design assessed the impact of ChatGPT on learner autonomy among 250 Saudi Arabian primary students from six primary schools in Riyadh, Saudi Arabia. The quantitative analysis employed descriptive statistics and t-tests, while the qualitative data underwent interpretative phenomenological analysis. To ensure coding reliability, 20% of the codes were independently reviewed by an external coder, with a 94% inter-coder agreement coefficient reached through consensus. Findings revealed that ChatGPT significantly affected the participants’ perceptions of autonomy and its different dimensions. Qualitative data showed that AI-powered applications contributed to the students’ autonomy in 10 different ways. Participants also mentioned that AI-powered apps might have some negative consequences. This study has theoretical implications for redefining learner autonomy in the digital age and calls for the exploration of many facets of autonomy. Practical applications from this study include strategic integration of AI into online education, data security, and the need for orientation programs.
Bibliographie:ObjectType-Article-1
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ISSN:1492-3831
1492-3831
DOI:10.19173/irrodl.v25i3.7641