استكشاف دور روبوتات الدردشة الالية المدعمة بالذكاء الاصطناعي لتنمية مهارات التدريب الإلكتروني عن بعد من وجهة نظر المدربين
الكلمات المفتاحية:
روبوتات الدردشة، الذكاء الاصطناعي، التدريب الإلكتروني عن بعد، المدربين.
الملخص
هدفت هذه الدراسة إلى استكشاف دور روبوتات الدردشة الآلية المدعومة بالذكاء الاصطناعي في تعزيز مهارات التدريب الإلكتروني عن بُعد. تم اعتماد المنهج النوعي، مع التركيز على المنهج الفينومينولوجي (الظاهراتي)، من خلال إجراء مقابلات شبه منظمة مع 18 مدربًا. أظهرت النتائج وجود تصورات إيجابية لدى المدربين بشأن تفعيل روبوتات المحادثة الآلية المدعومة بالذكاء الاصطناعي في تطوير مهارات التدريب الإلكتروني عن بُعد، حيث اعتبروا أن عملية التدريب أصبحت أكثر سهولة وأمانًا وملاءمة. كما أثبتت هذه الروبوتات فعاليتها في تعزيز مهارات المتدربين، وتوفير مرونة في التعلم والتدريب، مما يتيح للمتدربين التفاعل مع الروبوت في أي وقت يناسبهم، دون التقيد بجداول زمنية محددة، بالإضافة إلى تقديم محتوى مخصص. كما كشفت الدراسة عن آراء المدربين حول الفروق بين استخدام أسلوب روبوتات المحادثة في التدريب والأساليب التقليدية من حيث المشاركة والتحفيز. اتفق المشاركون على أن مهارات البرمجة، مثل تعلم لغات البرمجة ومهارات البحث العلمي، تكون فيها فعالية روبوتات الدردشة الآلية أقل مقارنة بالتدريب البشري. كما حدد بعض المشاركين الجوانب التي يمكن أن تساهم فيها روبوتات الدردشة الآلية أقل فعالية مقارنة بالتدريب البشري، مثل المهارات العاطفية والاجتماعية، والإبداع، وحل المشكلات غير المألوفة، وبناء العلاقات المهنية أو الشخصية، والتكيف مع المتغيرات المفاجئة أثناء جلسات التدريب، والإلهام والتحفيز العاطفي، بالإضافة إلى التقييم العملي للمشاعر والسلوكيات. كما كشفت الدراسة عن العوامل التي يؤثر بها المدربون على قبول المستخدمين أو رفضهم لروبوتات المحادثة في التدريب الإلكتروني عن بُعد، ومن أبرز هذه العوامل: تجربة المستخدم السابقة مع الروبوتات، والتكيف مع الاحتياجات الفردية، والثقافة والمعتقدات الشخصية، وثقة المستخدم في التقنية، وجودة التفاعل مع الروبوت، والطابع الإنساني للتفاعل، وفعالية التعاون بين الروبوت والمدرب البشري، بالإضافة إلى المهارات الشخصية والعاطفية. كما ظهرت التحديات المحتملة المرتبطة باستخدام روبوتات المحادثة الآلية في التدريب من خلال تجارب المدربين، والتي تشمل ضعف التفاعل العاطفي، ومحدودية الإبداع، وصعوبة التكيف مع الحالات الفريدة، ومشكلات تقنية، ورفض بعض المتدربين للتقنية، والقيود في التدريب العملي. ومن جهة أخرى، هناك فرص محتملة مثل التوافر والمرونة الزمنية. وتوصلت الدراسة إلى عدد من التوصيات ابرزها تطوير نهج هجين يجمع بين روبوتات المحادثة الآلية والمدرب البشري بالتدريب الإلكتروني عن بُعد، وإجراء تحليل التكلفة والعائد لتحديد جدوى تنفيذ روبوتات المحادثة الآلية .
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22. Fotheringham, D., & Wiles, M. A. (2023). The effect of implementing chatbot customer service on stock returns: An event study analysis. Journal of the Academy of Marketing Science, 51(4), 802-822. https://doi.org/10.1007/s11747-022-00841-2
23. Gao, J., Galley, M., & Li, L. (2020). Conversational AI: Dialogue Systems, Conversational Agents, and Chatbots. Synthesis Lectures on Human Language Technologies, 13(3), 1-251. https://doi.org/10.2200/S01060ED1V01Y202010HLT048
24. George, T. (2022). Semi-Structured Interview | Definition, Guide & Examples. Scribbr. Retrieved June 17, 2024, from https://www.scribbr.com/methodology/semi-structured-interview/
25. Guest, Greg & Bunce, Arwen & Johnson, Laura. (2006). How Many Interviews Are Enough?. Field Methods - field method. 18. 59-82. 10.1177/1525822X05279903.
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منشور
2025-02-03
كيفية الاقتباس
سلمان سالم المالكي, & أ.د. بدر بن سلمان السليمان. (2025). استكشاف دور روبوتات الدردشة الالية المدعمة بالذكاء الاصطناعي لتنمية مهارات التدريب الإلكتروني عن بعد من وجهة نظر المدربين. Journal of Educational and Human Sciences, (42), 86-119. https://doi.org/10.33193/JEAHS.42.2025.582
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 سلمان سالم المالكي , أ.د. بدر بن سلمان السليمان
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