Oct 2026· International journal of technology in education and science· 0 citations
TL;DR
The research results show that gender differences should be considered in the integration process of AI technologies in fine arts education, and that female students, in particular, should be supported in their use of technology.
Abstract
This research aims to examine the relationship between the anxiety levels of fine arts faculty students regarding artificial intelligence technologies and their use of these technologies. A quantitative research method was adopted, employing a descriptive and correlational survey model. The study group consisted of 213 fine arts faculty students (163 women, 50 men) selected using purposive sampling. Participants were divided into first-year (n=54), second-year (n=42), third-year (n=59), and fourth-year (n=58) students. Data were collected online via a questionnaire between November and December 2025 and analyzed using SPSS 27.00 software. The Artificial Intelligence Anxiety Scale and the Artificial Intelligence Tools Use Scale were used as data collection tools. The research findings revealed that students' artificial intelligence anxiety levels were moderate (M=2.83, SD=0.93), while their artificial intelligence use levels were high (M=3.62, SD=0.81). Significant differences were found in t-test analyses based on the gender variable. Female students had higher levels of AI anxiety compared to male students (p<0.05), while male students had higher levels of AI use than female students (p<0.05). ANOVA analyses based on the class level variable showed no significant difference in either AI anxiety or AI use (p>0.05). Simple regression analysis results showed no significant relationship between AI anxiety and AI use (β=0.074, p>0.05). This finding indicates that students' anxiety about AI technologies does not significantly predict their behavior in using these technologies. The research results show that gender differences should be considered in the integration process of AI technologies in fine arts education, and that female students, in particular, should be supported in their use of technology.
University students now use artificial intelligence (AI) tools in several academic activities, including information retrieval, writing support, and problem-solving. While these technologies may enhance learning efficiency, effective student engagement with AI requires relevant psychological characteristics as well as technology-related competencies. Earlier studies indicate that learner characteristics, including mindfulness, may relate to patterns of engagement with digital technologies. Mindfulness, AI literacy, and AI self-efficacy have been studied separately, but their combined relationships remain insufficiently examined. Accordingly, this study examined the associations among these three variables in university students and assessed whether specific dimensions of AI literacy were involved in the statistical association between mindfulness and students' self-rated readiness to use AI-supported tools for academic purposes. The study used a cross-sectional survey design. Undergraduate students at Shandong Xiehe University in China completed an online questionnaire. After screening the responses, 929 valid questionnaires were retained for analysis. Participants were between 18 and 22 years of age. Mindfulness, AI literacy, and AI self-efficacy were assessed using established self-report scales. The analysis first summarized the main study variables using descriptive statistics. Bivariate relationships among mindfulness, AI literacy, and AI self-efficacy were examined using Pearson correlation analysis. PROCESS Model 4 was applied with 5,000 bootstrap resamples to test the proposed indirect-association model. The results indicated positive relationships between mindfulness, AI literacy, and AI self-efficacy. Regression analyses also indicated that mindfulness showed significant relationships with each AI literacy dimension, namely AI awareness, AI usage, AI evaluation, and AI ethics. Mindfulness showed significant positive associations on multiple dimensions of AI self-efficacy. The mediation analyses identified AI literacy represented a significant indirect pathway linking mindfulness with AI self-efficacy. Specifically, the dimensions of AI awareness, AI usage, and AI evaluation showed significant indirect effects, AI ethics did not show consistent indirect effects across the tested models. The findings show that mindfulness was positively associated with AI literacy and AI self-efficacy among university students. They also suggest that students reporting higher AI literacy also reported greater perceived capability in using AI-supported tools, indicating that technological understanding may be statistically related to the association between mindfulness and perceived competence. The results show links between psychological awareness, AI literacy, and students' engagement with AI tools in higher education. The results may inform the development of AI literacy initiatives in higher education that support students' informed, insightful, and confident use of AI tools in academic contexts.
This study examined the use of artificial intelligence tools, which have garnered significant attention in recent years, in the assessment and evaluation processes of language education. For this purpose, student essays were scored by Turkish middle school teachers and artificial intelligence tools both with and without the use of a rubric, and the findings were evaluated based on generalizability theory. Additionally, the research findings were shared with participants to gather qualitative data, which were analysed using the inductive thematic analysis method to support the research results. The findings revealed that in evaluations conducted without a rubric, teachers were limited in their ability to distinguish individual differences and demonstrated low scoring consistency. In contrast, artificial intelligence tools were more effective in distinguishing individual differences and exhibited high consistency. In evaluations conducted using a rubric, scoring consistency increased in both groups, although, as in the first evaluation, artificial intelligence tools demonstrated a higher level of consistency. Regarding the research findings, teachers expressed that individual biases, mood, and professional experiences influenced their scoring processes and emphasized the potential of rubrics and artificial intelligence-supported feedback systems for achieving more consistent results. Artificial intelligence tools, on the other hand, highlighted their independence from subjective factors but stressed the need for more diverse and generalizable datasets to further enhance their evaluation capacities.
Burak Asma· Language Teaching Research· 0 citations
Artificial Intelligence has the potential to bring about significant change and societal development,
especially the educational sector. This study investigates the effect of Artificial Intelligence (AI) on
cognitive development among students of selected tertiary institutions in Nasarawa State, Nigeria.
Cross-sectional survey was employed for the study. Data was collected using questionnaire and
in-depth interview. The purpose for both qualitative and quantitative methodologies was for
triangulation of results. A survey questionnaire was administered to 1,200 students from three
tertiary institutions in Nasarawa State, while in-depth interview was conducted with 30
personalities using statuses occupied within the academia. Multi-stage sampling technique was
employed for the study. Qualitative data was analyze using content analysis, while quantitative
data was processed using Statistical Package for Social Sciences (SPSS) version 27. Statistical
tools used were frequency table, percentages, and regression analysis. The results show both
positive and negative effect of AI on the cognitive development of students in tertiary institutions
in Nasarawa State, Nigeria. The positive effects of AI on cognitive development with the selected
tertiary institutions in Nasarawa State includes improved learning and speaking skills, critical
thinking, problem-solving, analytical reasoning, enhances knowledge of courses, and simplifies
technical aspects, and quick understanding. It personalizes teaching methods to suit individual
student needs and provides prompt feedback. However, the negative effects are in the areas of
students lazing about, and reduction in reading culture. The study also reveals that inadequate
infrastructure, lack of trained personnel, and limited access to AI resources hinder the effective
integration of AI in teaching and learning processes. The study recommends that tertiary
institutions in Nasarawa State should invest in AI infrastructure, provide training for lecturers,
and develop policies that promote the use of AI in education.
D. I. E. Anzaku· INTERNATIONAL JOURNAL OF SOC...· 0 citations
This study focused on examining the relationship between artificial intelligence and inclusive learning experiences among university students in Edo State. Three hypotheses guided the study. A correlational survey research design was adopted. The population comprised undergraduate students of the University of Benin and Ambrose Alli University, Ekpoma, Edo State. A sample size of 350 respondents was selected using a multi-stage sampling technique. Data were collected using a structured questionnaire titled Artificial Intelligence and Inclusive Learning Experiences Questionnaire (AIILEQ) consisting of 30 items measured on a four-point rating scale. The instrument was validated by three experts from the University of Benin, Benin city, while reliability was established through the test–retest method, yielding a reliability coefficient of 0.84. Data were analyzed using simple linear regression analysis with the aid of SPSS at the 0.05 level of significance. Findings revealed that students' awareness of artificial intelligence had a significant relationship with their inclusive learning experiences. The study also revealed that students' utilization of artificial intelligence tools had a significant relationship with their inclusive learning experiences. Furthermore, students' competence in using artificial intelligence was found to have a significant relationship with their inclusive learning experiences. The study concluded that improving students' awareness, utilization, and competence in artificial intelligence is essential for promoting inclusive learning experiences in universities in Edo State.
EGUAGIE, Osagie, OSATOHANWEN, Juliet· Federal University Gusau Fac...· 0 citations
The present study investigated the emotional intelligence of secondary school teachers and examined its relationship with selected demographic variables, namely gender, school management, academic qualification, and professional qualification. The study adopted a descriptive survey research design and was conducted among 132 secondary school teachers working in government and private schools in and around Krishna District, Andhra Pradesh. Data were collected using a researcher-constructed Emotional Intelligence Questionnaire comprising 102 items measured on a five-point Likert scale. The instrument demonstrated high reliability with a Cronbach's alpha coefficient of 0.89. The collected data were analysed using descriptive statistics and independent-samples t-tests. The findings revealed a significant difference in emotional intelligence between male and female teachers, with male teachers exhibiting higher emotional intelligence than female teachers. However, no significant differences were found with respect to school management (government and private), academic qualification (graduation and post-graduation), or professional qualification (B.Ed. and M.Ed.). The study concludes that while gender influences emotional intelligence among secondary school teachers, educational and professional qualifications and school management do not significantly affect emotional intelligence. The findings highlight the importance of integrating emotional intelligence training into teacher education programmes and continuous professional development initiatives to enhance teachers' emotional competence, classroom effectiveness, and overall educational quality.
Keywords: Emotional Intelligence, Secondary School Teachers, Gender, Academic Qualification, Professional Qualification.
Dr. C. Grace Indira Dr. C. Grace Indira, N. L. N. N. Lakshmi Nancharamma· International Journal of Cre...· 0 citations
Artificial Intelligence (AI) tools are rapidly being integrated into education worldwide, yet research on their use among secondary students of Nepalese origin remains lacking. This study addresses that gap with two objectives: (1) to explore the usage patterns of AI tools by higher secondary students, and (2) to analyze the perceived impact of AI tool usage on students’ learning performance and creativity. The present study follows a quantitative research paradigm. Data were collected using a structured questionnaire from a sample of 136 higher secondary students. The target population comprised 1,300 students from four schools (two government and two private) in Lalbandi Municipality, Sarlahi district. A purposive sampling method was employed. The findings of the study reveal that the students’ awareness of Artificial Intelligence (AI) is remarkably high with 94.1%, along with the usage of AI tools being equally high. Students mainly make use of AI for understanding complex concepts (75.0%), homework (46.1%), and enhancing essays (33.6%). The main reasons for the adoption of AI technology include quality improvement (51.2%) and the opportunity for self-pace learning (22.4%). However, there was also an observed challenge, such as the lack of the right training (mean 2.64), the accuracy of the information (mean 2.63), and the privacy of the data (mean 2.90). The study concludes that there is a gap between the adoption of AI technology by students and the availability of such technology, as students are using the technology, but they need formal training, which is not available. The study recommends the formulation of national AI in education guidelines by policymakers and the implementation of formal AI training programs by school administrators and teachers.
Hari Narayan Sah· Janajyoti Journal· 0 citations
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