140 research outputs found
Artificial Intelligence and M-Learning in Arabic Countries: Innovations, Trends, and Regional Perspectives
No full textThis study addresses the significant knowledge gap in understanding the regional dynamics of artificial intelligence (AI) in education within the Arabic countries. It applied a bibliometric analysis of research published on the Scopus database from 2003 to 2024 to map publication trends, collaborative structure, and emerging research themes. The findings indicate that there has been a significant increase in research output since 2018, with a notable shift from general eLearning applications to specialized AI applications, specifically in mobile learning (M-learning) environments. These applications enhance adaptive, personalized, and resilient educational practices. Key findings include the anticipation of ChatGPT’s prominence in 2024 as a research focus, strong cross-country collaborations, especially with Saudi Arabia, and a growing interest in AI applications in higher education. Additionally, the study highlights the research advancements in AI ethics, natural language processing (NLP) in education, and AI-powered M-learning platforms. The study applied Bradford’s and Lotka’s laws to uncover patterns in journal distribution and author productivity, indicating a concentration of research among a core set of journals and authors. However, challenges remain, including the need for increased international collaboration and addressing ethical considerations in AI implementation. The in-depth study provides useful information for researchers, teachers, and policymakers, focusing on how AI can change M-Learning and the need for culturally aware and morally sound methods for incorporating AI into Arabic school systems
Learning in the COVID-19 Era: Higher Education Students and Faculty’s Experience with Emergency Distance Education
No full textPurpose: The main aim of the study is to student and faculty’s experience with emergency distance education in the higher education system at the time of COVID-19
Research Methodology: This research has employed a quantitative approach where survey questionnaire was used as the instrument for data collection. The data was collected from teachers and students separately. The sample of teachers was 916 and the sample of students was 4623. For both the questionnaires, three point and five point Likert scale was used to record the responses. SPSS was used to analyse the data with the help of frequency analysis and correlation analysis.
Findings: The results of this research have indicated that emergency distance education tends to impact learning experience of teachers and students in Jeddah. The quantitative findings of this study have suggested that supportive and efficient infrastructure is important for the purpose of ensuring smooth learning in the COVID-19 era.
Limitations/ Implications: This research has been carried out in the context of Jeddah hence the scope of the research was restricted. The results of this research are only applicable for higher education system in that geographical regio
Mapping the Landscape of Educational Technology Research (2020–2024): A Bibliometric Analysis and Forecast of Top Q1 Journals
No full textMOOCs for Reskilling and Upskilling: A Perspective of Employees’ Acceptance
No full textMOOCs have transformed professional development, yet businesses lack data on employee adoption, hindering the optimization of digital learning initiatives. This study investigated factors influencing Saudi Arabian employees' behavioural intentions and MOOC usage across sectors. Utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) model, we examined how performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioural intention affect MOOC adoption. Online surveys were distributed to 1036 participants from diverse industries using snowball sampling. This research employed the Partial-Least-Square-Structural-Equation-Modelling (P-L-S-S-E-M) approach in two phases. Results indicated that performance expectancy, effort expectancy, and facilitating conditions significantly impact employees' MOOC intentions and usage, while social influence does not. Years of experience and sector moderate these relationships. This research provided empirical evidence and actionable insights for corporations investing in MOOCs, suggesting strategies to address employee needs across sectors and experience levels, foster a supportive organizational culture, and incentivize MOOC usage for professional development and reskilling, particularly among more experienced employees
Acceptance Factors of Generative AI in EFL Teaching: A Pedagogical Perspective
No full textThe emergence of generative artificial intelligence (GenAI) has brought abundant potentials and challenges to the educational sector. This study explores the acceptance and adoption of GenAI in English language and its pedagogical affordability for EFL instructors in tertiary level institutions in the Kingdom of Saudi Arabia. An exploratory sequential mixed method was utilized in this study to gain in-depth insights into the quantitative findings. The first quantitative phase recruited 256 EFL instructors in Saudi Arabia while the follow-up qualitative phase incorporated 17 interviewees. The findings of this study indicate that anthropomorphism, trust, ethics and regulations, and pedagogical affordability are significant determinants of instructors’ acceptance of GenAI. Conversely, instructors’ acceptance was not significantly influenced by communication capability of GenAI. Yet, there was no evidence of significant differences in GenAI acceptance or adoption due to demographic variables such as gender, age, and degree. The pedagogical affordances of GenAI appears to be the most acceptance factor specifically the productivity and efficiency that GenAI afford for instructors. The study recommends establishing ethical guidelines and embracing transparency and accountability to maintain academic integrity
Mapping the Landscape of Educational Technology Research (2020–2024): A Bibliometric Analysis and Forecast of Top Q1 Journals
No full textThe Effect of Screen Size on Students’ Cognitive Load in Mobile Learning
No full textMobile learning is becoming a crucial tool in this era of face-to-face shutdown of education, and however the whole process currently faces a significant deficiency due to the kind of cognitive load that does exist and its relation with mobile device screen display size. It is well-established that certain screen sizes are more effective than others. This study aims to investigate the effect of screen size on students’ cognitive load in mobile learning. Specifically, it investigates whether screen size has a role in cognitive role and draws a comparison to reflect on the most effective size to be used in the context of mobile learning. Other factors that might interfere in the process were also investigated which include course content, gender, age, and students' GPA to see whether they play any additional role in burdening the cognitive load when using different screen sizes. To test the effect of screen size on cognitive load, an online survey was distributed to 1,570 students of the University of Jeddah who are studying at the foundation year for the academic year of 2018-2018, particularly for eight online courses. The sample was chosen randomly, where all members of the population, 6,500 students, had equal opportunities to participate in the study. Participants were invited via e-mail by sending an invitation to participate along with the questionnaire link on the "Qualrrics" platform. This research data analysis technique used ANOVA and curve estimation. The research findings revealed that small screen display size produces the lowest cognitive load as compared with larger display screens. This study also supports the use mobile learning process and gives recommendations to the instructional designers in order to make learning experiences more effective. The results of this study suggest a proper use of screen size can improve learning from smartphones, making them equal to learning from laptops and reducing the overloaded cognitive load that may affect students' understanding and hinder retention. Hence, implications were discussed, and further research recommendations were then provided
Идея антропологии ислама
No full textIn his article The Idea of an Anthropology of Islam, written in 1986, Talal Asad focuses on the conceptual basis of the literature on this problem. What, he asks, exactly, is the anthropology of Islam? What is its object of investigation? There appear to be at least three common answers to the question, according to the author: (1) that in the final analysis there is no such theoretical object as Islam; (2) that Islam is the anthropologist’s label for a heterogeneous collection of items, each of which has been designated Islamic by informants; (3) that Islam is a distinctive historical totality which organizes various aspects of social life. We will look briefly at the first two answers, and then examine at length the third, which is in principle the most interesting, even though it is not acceptable. Talal Asad criticises the textualization of social life, and redirects analysis away from the interpretation of behaviors and toward inquiry into the relation of practices to a discursive tradition. Asad’s new concept became important not only for anthropology of Islam, but also for a number of fields, concerned with ethics and religion in modernity: anthropology, religious studies, postcolonial studies, critical theory. Despite it was written three decades ago, the article is still a must read for any scholar in the field of Islamic Studies, especially in Russia.На протяжении десятилетий Талал Асад, в данное время занимающий должность профессора антропологии в Городском университете Нью-Йорка, в своих работах о религии и её взаимосвязи с острыми вопросами современной жизни постоянно опровергал доминирующие парадигмы антропологии. Критикуя текстуализацию социальной жизни, Асад переориентировал направление анализа от интерпретации поведения к проблеме отношений между практиками и тем, что он назвал «дискурсивной традицией». Асад создал эту концепцию в рамках исследований антропологии ислама, но она приобрела важную роль во множестве областей, связанных с этикой и религией эпохи модерна (антропология, религиоведение, постколониальные исследования, критическая теория). Впервые концепция получила развитие в публикуемой ниже статье, написанной в 1986 году. Несмотря на то, что прошло более 30 лет с момента публикации, текст до сих пор более чем актуален, особенно в российском контексте, не избалованном качественными антропологическими и социологическими работами в области исламоведения. Перевод статьи печатается с любезного согласия самого автора и Центра современных арабских исследований Джорджтаунского университета, для которого она было подготовлена
Mobile Learning Technology Acceptance Among Saudi Higher Education Students
No full textThe rapid development of technology has encouraged Saudi universities to establish initiatives to improve learning. Mobile learning technology is one of the technologies targeted by eLearning and distance education deanships among Saudi universities. However, few studies have been done in investigating mobile learning technology acceptance in the Saudi context. This study aims to provide policy and decision makers in the Saudi higher education with reliable data in order to employ mobile learning technology in learning process. Therefore, this study modified Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate students’ acceptance of mobile learning technology. To this end, seven questions were proposed to explore the effect of learning expectancy, effort expectancy, social influence, facilitating conditions, mobile learning technology characteristics, and self-management of learning on students’ behavioral intentions and use behaviors of mobile learning technology. In addition, age, gender, and eLearning experience were proposed to moderate such an effect. This study employed sequential mixed method to procced the exploration. A questionnaire and semi-structured interview were developed to collect the data. 1203 participants were included in the quantitative data collection while fifteen participants were included in the qualitative data collection. Multiple regression analyses were used in the quantitative analysis and thematic analysis was used in the qualitative analysis.
The results of this study assert that learning expectancy, effort expectancy, social influence, and mobile learning characteristics are significant predictors of students’ intentions to use mobile learning technology regardless the moderating effects of gender, age, and eLearning experience. Unexpectedly, the social influence construct is the only construct that was moderated by gender where men show a stronger behavioral intention to use mobile learning than women. Facilitating conditions and self-management of learning in this study were found insignificant constructs in predicting students’ behavioral intention and use behavior of mobile learning technology. These findings are justified in the literature of UTAUT. The exploratory analysis revealed an interesting finding that distance education students showed significantly higher intentions to use mobile learning technology than on-campus students, but there was no significant difference between them in the actual use of mobile learning technology
Emerg Infect Dis
No full textUsing shotgun metagenomics, we identified an imported case of multidrug-resistant Mycobacterium leprae in a Filipino resident of Saudi Arabia in 2017. We determined the phylogenomic lineage (3K1) and identified mutations in rpoB and rrs corresponding to the multidrug-resistance phenotype clinically observed. Metagenomics sequencing can be used to identify multidrug-resistant M. leprae
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