This study aims to examine the perspectives of various stakeholders, such as students and educators, on the use of artificial intelligence in teaching mathematics, specifically after the launch of ChatGPT. The study adopts a qualitative case study approach consisting of two stages: content analysis of interviews and investigation of user experience. The first stage of the study shows that ChatGPT is recognized for its improved math capabilities and ability to increase educational success by providing users with basic knowledge of mathematics and various topics. ChatGPT can offer comprehensive instruction and assistance in the study of geometry, and the public discourse on social media is generally positive, with enthusiasm for the use of ChatGPT in teaching mathematics and educational settings. However, there are also voices that approach using ChatGPT in educational settings with caution. In the second stage of the study, the investigation of user experiences through three educational scenarios revealed various issues. ChatGPT lacks a deep understanding of geometry and cannot effectively correct misconceptions. The accuracy and effectiveness of ChatGPT solutions may depend on the complexity of the equation, input data, and the instructions given to ChatGPT. ChatGPT is expected to become more efficient in resolving increasingly complex mathematical problems. The results of this investigation propose a number of avenues for research that ought to be explored in order to guarantee the secure and conscientious integration of chatbots, especially ChatGPT, into mathematics education and learning.
The adoption of big data analytics (BDA) is increasing pace both in practice and in theory, owing to the prospects and its potential advantages. Numerous researchers believe that BDA could provide significant advantages, despite constant battles with the constraints that limit its implementation. Here, we suggest an incorporated model to investigate the drivers and impacts of BDA adoption in the Jordanian hotel industry based on the technology–organisation–environment framework and the resource-based view theory. The suggested model incorporates both the adoption and performance components of BDA into a single model. For data collection, in this study, we used an online questionnaire survey. The research model was verified based on responses from 119 Jordanian hotels. This study yielded two significant findings. First, we discovered that relative advantage, organizational readiness, top management support, and government regulations have a major impact on BDA adoption. The study results also reveal a strong and favourable association between BDA adoption and firm performance. Finally, information sharing was found to have a moderating effect on the association between BDA adoption and firm performance. The data revealed how businesses might increase their BDA adoption for improved firm performance. The present study adds to the limited but growing body of literature investigating the drivers and consequences of technology acceptance. The findings of this study can serve as a resource for scholars and practitioners interested in big data adoption in emerging nations.
Education is important for the advancement of peoples and countries, so it is necessary to take care of the learners by providing them with the skills and experience to face problems systematically based on sound thinking, by following appropriate teaching strategies. Therefore, this study aimed to use the school wide optimum mode (SWOM) strategy to reveal its effect on meta-cognitive thinking, and the effect of its employment in developing the mathematical thinking skills of gifted tenth-grade students. The analytical descriptive approach and the experimental approach were used. 84 gifted male and female students from the tenth grade were randomly selected. The data were analyzed using SPSS and evaluated according to the Rasch model. The study results showed that there were statistically significant differences between the average level of metacognitive thinking among gifted students who learned using SWOM strategy, and the average level of metacognitive thinking among students who learned traditionally, in favor of the students who learned using SWOM strategy. The results of the study also showed that there were statistically significant differences between the average scores of gifted students who learned using SWOM strategy, and the average scores of gifted students who learned traditionally in a mathematical thinking skills test, in favor of the students who learned using SWOM strategy.
Distance learning self-efficacy is the realistic awareness of the individual’s cognitive, emotional, and social capabilities, ability to solve problems, preferred thinking style, confidence in himself, and handling of desirable and difficult life activities in online learning environments. The current study aimed to construct and develop a distance learning self-efficacy scale for university students. To achieve this goal, a distance learning self-efficacy scale was constructed after reviewing the literature, namely theoretical and scientific frameworks regarding scales of self-efficacy in Arab and foreign environments. The current research reached a set of dimensions that are comprehensive and include most aspects of distance learning self-efficacy processes. The scale was piloted with 200 undergraduate students to verify validity and reliability. To verify the psychometric properties of the scale in preparation for its development, the final version of the scale was applied to a study sample of 1800 students. The results showed that the scale has good psychometric properties. This is indicated by the results of the Rasch model analysis, as well as the results of the confirmatory factor analysis of the agreement of the indicators of a good fit with the main dimensions of the scale. This means that the scale is valid as a tool for evaluating distance learning systems and that it can be used on learners in online learning environments.
The main objective of this study is to investigate the impact of Information and Communication Technologies (ICT)-based education on the academic enthusiasm of eleventh-grade female students in mathematics. The study was conducted in a secondary school in the United Arab Emirates during the first semester of 2020-2021, using a quasi-experimental methodology. A school with the necessary facilities for ICT-based education was chosen, and two classes were randomly assigned as control and experimental groups. The study utilized the Mathematics Academic Enthusiasm (MAE) questionnaire, which included three subscales: cognitive, behavioural, and emotional. The study's findings revealed that the ICT-based education method had a more significant impact on students' MAE for the cognitive and behavioural subscales in comparison to traditional education methods. However, there was no significant impact observed on the emotional subscale. The study recommends further examination of students' enthusiasm for other new educational methods and investigating the impact of ICT on other variables such as mathematical achievement, motivation, and beliefs towards mathematics. Received: 28 February 2023 / Accepted: 19 April 2023 / Published: 5 May 2023
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