فاعلية تطبيقات الذكاء الاصطناعي التوليدي في تنمية مهارات التعلم المنظم ذاتياً لدى طلاب المرحلة الثانوية في مقرر التقنية الرقمية
الكلمات المفتاحية:
الذكاء الاصطناعي التوليدي، التعلم المنظم ذاتيًا
الملخص
استهدف البحث الحالي استكشاف فاعلية استخدام الذكاء الاصطناعي التوليدي في تنمية مهارات التعلم المنظم ذاتيًا لدى طلاب المرحلة الثانوية في مقرر التقنية الرقمية، حيث تنطلق المشكلة من الحاجة لاستكشاف فاعلية هذه التقنية في تنمية هذه المهارات، بناءً على نتائج الدراسات السابقة والتطورات التقنية الحديثة التي أظهرت أهمية هذه المهارات في تحسين نواتج التعلم وتوظيف الذكاء الاصطناعي التوليدي في التعليم، وقد اعتمد البحث على المنهج شبه التجريبي على عينة عشوائية من 60 طالبًا تم تقسيمهم إلى مجموعتين، وأظهرت النتائج وجود فروق دالة إحصائيًا بين المجموعتين لصالح المجموعة التي استخدمت الذكاء الاصطناعي التوليدي، مما يشير إلى فاعلية استخدامه في تنمية مهارات التعلم المنظم ذاتيًا، ويوصي البحث بالتوسع في استخدام تطبيقات الذكاء الاصطناعي التوليدي في تدريس المقررات التقنية، وإعداد أدلة إرشادية وبرامج تدريبية للمعلمين حول كيفية استخدامها، وتطوير أنشطة المقررات لتتضمن تجارب معملية باستخدام الذكاء الاصطناعي التوليدي.
المراجع
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12. Al-Halafawi, W. S. M. (2011). E-learning, innovative applications. Cairo, Egypt: Dar Al-Fikr Al-Arabi 0.
13. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
14. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), pp. 107-123. https://doi.org/10.3991/ijim.v13i08.10725
15. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. international Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151. https://doi.org/https://doi.org/10.3991/ijet.v17i06.28885
16. Alhalafawy, W. S., & Zaki, M. Z. (2024). The impact of augmented reality technology on the psychological resilience of secondary school students during educational crises. Ajman Journal of Studies & Research, 23(1).
17. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. H. (2021). Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 15(13), pp. 108-127. https://doi.org/10.3991/ijim.v15i13.21253
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19. Al-Halfawi, W. S. (2009). Designing an e-learning system based on some web applications and its effectiveness in developing cognitive achievement, innovative thinking and the trend towards its use by the educational technology student. Journal of Educational Technology, 19(4), 63-158.
20. Al-Halfawi, W. S., & Tawfik, M. Z. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
21. Al-Halfawi, W., & Zaki, M. (2015). Educational Technology from Traditional to Digital, Jeddah. King Abdulaziz University Press, Scientific Publishing Center.
22. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
23. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. https://doi.org/10.24294/jipd.v8i8.4837
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26. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators. Journal of Ecohumanism, 3(3), 212-229. https://doi.org/10.62754/joe.v3i3.3331
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29. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1305. https://doi.org/https://doi.org/10.3390/su15021305
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34. Bulduk, S. (2023). The effect of generative AI applications on self-regulated learning skills of high school students. Journal of Educational Technology, 45(3), 312-328.
35. Bylieva, D. (2021). Self-regulated learning in digital environment. Education and Information Technologies, 26(3), 3253-3267.
36. Chen, L., Wang, X., & Zhang, Y. (2022). Intelligent learning systems based on artificial intelligence: Effects on students' self-regulated learning strategies. Educational Technology Research and Development, 70(1), 231-249.
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منشور
2025-06-10
كيفية الاقتباس
فيصل صالح علي القرني. (2025). فاعلية تطبيقات الذكاء الاصطناعي التوليدي في تنمية مهارات التعلم المنظم ذاتياً لدى طلاب المرحلة الثانوية في مقرر التقنية الرقمية. Journal of Educational and Human Sciences, (45), 312-326. https://doi.org/10.33193/JEAHS.45.2025.647
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 فيصل صالح علي القرني
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