Search

Compulsory attendance in communication skills courses offered at colleges of engineering seems to be a problematic issue for many students because it prevents them from performing well in such courses. Many students believe that time spent on these courses comes at the expense of focusing on core courses and worsens their overall performance in these courses. As such, the purpose of this study is to investigate the relationship between attendance and students' overall performance in communication skills courses for the sake of providing suggestions that would enhance students' performance as well as allowing them to allocate more time to the core courses they are enrolled in. Making students' life easier would not only improve their status at the educational level but would also create a feeling of comfort and satisfaction in their surroundings, particularly among family members and friends. Participants in the study are university students enrolled in the college of engineering at a Middle Eastern university. The study yields significant results showing that compulsory attendance has no significant relationship with students' overall performance in communication skills courses. Relaxing attendance regulations might provide some margin of freedom for students to focus more on the engineering core courses without compromising their success in communication skills courses. The study provides significant recommendations that stakeholders can utilize to motivate students to perform well in communication skills courses while addressing any concerns they might have regarding the core courses they are enrolled in.

Aim/Purpose: The aim of this study is to explore the factors that influence higher education students' adoption of ChatGPT by incorporating constructs from the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT) with trust, social influence, and personal innovativeness. Background: Even though the use of ChatGPT has become more popular among university students, there is no clear evidence about the reasons that would make them adopt or abstain from using such a tool. Methodology: The study utilized a survey that was answered by 150 university students registered in the faculty of engineering at a public university. The survey was developed by Google Forms and focused on how useful and easy they think ChatGPT is, their motivations, trust, social influence, innovativeness, and their readiness to use it. Statistical analysis was performed using SPSS 26 and Smart-PLS4, with the latter being particularly useful due to the study's complex model and adherence to sample size criteria. Contribution: This research provides fresh insights into how students perceive and start using modern AI tools like ChatGPT. It also helps educators and policymakers understand how to integrate AI technologies into education better to make learning more effective. Findings: The study reveals that students are more likely to adopt ChatGPT if they perceive it as useful and easy to use. External motivation and social influence significantly impact students' behavioral intentions to use ChatGPT, while trust also plays a crucial role. Intrinsic motivation, however, does not significantly affect behavioral intention. The strongest predictor of actual use is behavioral intention, indicating that students who intend to use ChatGPT are highly likely to do so. Personal innovativeness is another significant factor influencing both behavioral intention and actual use. Recommendations for Practitioners: Educators and policymakers should focus on enhancing the perceived usefulness, ease of use, trust, social influence, and innovativeness related to ChatGPT to increase its adoption in educational settings. Recommendation for Researchers: Future research should explore additional psychological and contextual factors that may influence the adoption of ChatGPT and other similar technologies among students. Impact on Society: Understanding the factors that influence the adoption of ChatGPT can help in developing strategies to integrate such tools effectively in education, potentially improving learning outcomes and digital literacy among students. Future Research: Further studies should examine the long-term effects of ChatGPT usage on students' learning outcomes and investigate the adoption patterns in different educational contexts and disciplines.

Aim/Purpose: This study aims to explore factors influencing engineering students' acceptance of the Google Classroom platform in communication skills courses to ensure more active engagement and better performance. Background: In response to the underutilization and hesitancy in adopting educational technologies, this study investigates the factors influencing engineering students' acceptance of Google Classroom in a Middle Eastern university. Despite the potential benefits of such technologies, their integration faces challenges due to cultural factors and resistance from educators and students alike. Methodology: The study utilized a Technology Acceptance Model-based questionnaire distributed via Google Forms to 140 engineering students to analyze the acceptance of Google Classroom. Data analysis was conducted using structural equation modeling with Smart PLS, focusing on critical constructs like ease of use and perceived usefulness. Limitations due to the sample size and single-institution scope are acknowledged, which may affect the generalizability of the findings. Contribution: This study outlines practical steps for educators to enhance learning by fostering a user-friendly environment and supporting student proficiency with technology. It highlights the importance of policies encouraging educational technology adoption and urges developers to focus on user-centered features. Additionally, the study calls for collaboration among educators, policymakers, and developers to create engaging and compelling learning experiences. Findings: Findings unveil the significant impact of user satisfaction on perceived ease of use and usefulness, subsequently influencing attitudes. Furthermore, the study identifies the substantial influence of subjective norms and attitudes on intentions and the consequential impact of intentions on self-perception of academic success. Recommendations for Practitioners: The study advocates for educators to cultivate a motivating environment that fosters active engagement with the Google Classroom platform by raising students' satisfaction and positive attitudes. Recommendation for Researchers: The study encourages further investigation into the long-term effects of technology integration on students' academic performance and learning outcomes and exploration of additional variables or moderators that may influence technology acceptance in educational settings. Impact on Society: By understanding the factors influencing engineering students' acceptance of Google Classroom, educators can better integrate technology into communication skills courses, potentially improving student engagement and academic performance and preparing students for success in a technologically driven society. Future Research: Longitudinal studies tracking students' technology adoption patterns over time would also contribute to understanding the sustained impact of technology integration on educational practices and outcomes.