The Challenges and Opportunities for Developing the Use of Data and Artificial Intelligence (AI) in North Africa: Case of Morocco

Oubibi, Mohamed; Zhou, Ya; Oubibi, Ayoub; Fute, Antony; Saleem, Atif

doi:10.1007/978-3-031-02447-4_9

Cited by 15 publications

(17 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results showed that these two variables had a statistically significant and favorable relationship. The reported results are consistent with other research conducted by [ 61 – 63 ] that highlighted the beneficial effects of blended learning on raising academic achievement and learning outcomes for students, and the reported positive outcomes suggest that the combination of traditional and online learning modalities in blended learning fosters a deeper understanding of the subject matter. The accessibility of digital resources and the ability to revisit online materials contribute to reinforcing key concepts and promoting retention.…”

Section: Discussionsupporting

confidence: 91%

A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes

Shoukat,

Ismayil,

Huang

et al. 2024

PLoS ONE

Self Cite

View full text Add to dashboard Cite

The correlational research study aims to examine how blended learning affects academic motivation and achievement. The objectives of the study are to assess students’ opinions on the current level of blended learning, teachers’ practice of blended instruction, the benefits of blended learning, its impact on academic motivation and learning outcomes, and factors influencing blended learning to determine how instructors’ methods influence students’ academic motivation and learning results. The study includes all Bachelor of Science students from various public and private institutions in the Faisalabad Division. Quantitative data from 400 students were collected from four selected institutions. A closed-ended, customized 5-point Likert scale questionnaire was used to collect data. The reliability of the questionnaire was confirmed through expert comments and pilot testing, with a reliability score of (= .97). Data were collected via Google Forms and researcher visits. Descriptive and inferential statistics were employed to analyze the collected data and answer the research questions. The findings of the study indicate that students somewhat agreed with the current blended learning environment, and strongly agreed with variables such as instructors’ blended instruction techniques, the benefits of blended learning, and factors influencing blended learning. Blended learning had statistically significant positive effects on academic motivation and learning outcomes. The findings suggest improving the blended learning environment and instructors’ blended education methods to enhance university students’ academic motivation and learning outcomes.

show abstract

Section: Discussionsupporting

confidence: 91%

A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes

Shoukat,

Ismayil,

Huang

et al. 2024

PLoS ONE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Attribution of blame and feelings of responsibility: Following the process of reading a paragraph that clearly and statistically describes the number of adolescents who get pregnant every year, all the participants were asked to express their level of agreement based on six statements which were about; (a) the attribution of blame for the targets of early pregnancy, and (b) their perceived responsibility of dealing with the problems ( Oubibi et al, 2022a , b ). All their answers were measured by a 5-point Likert scale which ranged from 1 (Strongly disagree) to 5 (Strongly agree).…”

Section: Methodsmentioning

confidence: 99%

Early pregnancies among middle school students: Attribution of blame and the feelings of responsibility among teachers and parents

2022

View full text Add to dashboard Cite

IntroductionGlobally, 15% of adolescents give birth before turning 18, leading to considerable personal, social, and medical impacts on adolescents and to the general society.ObjectiveThis study aimed at exploring and comparing three psychological attributes (i.e., empathetic concern, feelings of responsibility, and attribution of blame) between parents and teachers for the phenomena.Method672 teachers (54% females) and 690 parents (53% female) participated in the study.ResultsThe results indicated a significant mean difference between parents and teachers on empathy (t = 5.735, p < 0.001), attribution of blame (t = 6.902, p < 0.001), and feelings of responsibility (t = 1.727, p < 0.001). Except for attribution of blame, parents’ mean scores of other variables were higher than that of teachers.DiscussionTeachers’ higher attribution of blame to pregnant adolescents and lower empathetic concern raises a prominent concern over students’ healthy environment at school.ConclusionUnderstanding social feelings about responsibilities over adolescents’ general health is very essential, especially for fighting against the problem of early pregnancy.

show abstract

“…While some African countries are working on AI policies, others are looking to adopt or adapt existing regulations from the EU or the U.S. This might be interpreted by some as a way to harmonize AI regulation across the continent and to ensure that African companies are able to comply with international standards [16,105,112].…”

Section: Africamentioning

confidence: 99%

Managing the race to the moon: Global policy and governance in Artificial Intelligence regulation—A contemporary overview and an analysis of socioeconomic consequences

Walter

2024

Discov Artif Intell

View full text Add to dashboard Cite

This paper delves into the complexities of global AI regulation and governance, emphasizing the socio-economic repercussions of rapid AI development. It scrutinizes the challenges in creating effective governance structures amidst the AI race, considering diverse global perspectives and policies. The discourse moves beyond specific corporate examples, addressing broader implications and sector-wide impacts of AI on employment, truth discernment, and democratic stability. The analysis focuses on contrasting regulatory approaches across key regions—the United States, European Union, Asia, Africa, and the Americas and thus highlighting the variations and commonalities in strategies and implementations. This comparative study reveals the intricacies and hurdles in formulating a cohesive global policy for AI regulation. Central to the paper is the examination of the dynamic between rapid AI innovation and the slower pace of regulatory and ethical standard-setting. It critically evaluates the advantages and drawbacks of shifting regulatory responsibilities between government bodies and the private sector. In response to these challenges, the discussion proposes an innovative and integrated regulatory model. The model advocates for a collaborative network that blends governmental authority with industry expertise, aiming to establish adaptive, responsive regulations (called “dynamic laws”) that can evolve with technological advancements. The novel approach aims to bridge the gap between rapid AI advancements in the industry and the essential democratic processes of law-making.

show abstract

The Challenges and Opportunities for Developing the Use of Data and Artificial Intelligence (AI) in North Africa: Case of Morocco

Cited by 15 publications

References 20 publications

A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes

A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes

Early pregnancies among middle school students: Attribution of blame and the feelings of responsibility among teachers and parents

Managing the race to the moon: Global policy and governance in Artificial Intelligence regulation—A contemporary overview and an analysis of socioeconomic consequences

Contact Info

Product

Resources

About