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The rising growth of integrating technology into education affects the psychological structure of students, especially their technophobia and technophilia levels, playing a vital role in their adaptation to new technology, bridging the digital divide, and achieving sustainable development goals. Despite such influence, research lacks diagnostic theses among Arabian undergraduates. This study is the first to assess technophobia and technophilia levels according to countries among Jordanian, Egyptian, and Qatari undergraduates. The quantitative research approach and a cross-national research design, with a web-based questionnaire, are adopted to explore the technophobia and technophilia levels of Arabian undergraduates and investigate them concerning the country. Additionally, A stratified multistage clustered random sampling is recruited. The study sample comprised 1081 undergraduates; from Egypt (400), Jordan (375), and Qatar (301). The data were collected in September of the academic year 2021-2022 using the Technophobia and Technophilia Questionnaire. The results demonstrated a moderate level of technophilia among Arabian undergraduates. Moreover, according to country, the ANCOVA test confirmed a non-significant (p>0.05) difference in technophilia levels. Notably, a significant (p<0.05) difference exists in technophobia levels according to country. The results of the Scheffe test demonstrated that Qatari undergraduates were less technophobic than Jordanian and Egyptian undergraduates. This study's implications can inform the government, especially policy-makers in education and sustainable development planners, to pay attention to undergraduates' technophilia and technophobia concerns and plan strategies and policies for encouraging technology adaptation and managing technophobia and technophilia constructs.

Motivation has a vital role in successful learning and has garnered the interest of numerous scholars in a wide array of contexts, especially education. Despite such influence, literature in motivation has inconsistent findings with regard to gender. Also, shifting to online learning as a consequence of COVID-19 has impacted students' academic motivation. This study is novel as it is the first to classify motivation types according to self-determination theory among Jordanian undergraduates in online learning environment throughout the COVID-19 pandemic. In particular, it examined the motivational Jordanian undergraduate profile and investigated the same in relation to gender. This study employed a quantitative approach with a web-based questionnaire. The study sample comprised 433 undergraduates who were enrolled in online courses offered at the University of Jordan. The data were collected in September of the academic year 2021-2022 using the academic motivation scale. Mann-Whitney U test was performed to examine gender differences in motivation type. Results demonstrated significant gender difference in motivation types. Females had more self-determination (U = 19,106, p = 0.024), intrinsic motivation to experience stimulation (U = 17,030, p = 0.000), identified regulation (U = 14,997, p = 0.000), and introjected regulation (U = 17,557, p = 0.000), while males had more amotivation (U = 17,557, p = 0.000). Implications of this study can inform online instructors and decision-makers to carefully consider online learning settings and employ intrinsic motivation strategies to boost students' self-determination and enhance their motivation quality.

The COVID-19 pandemic has affected many countries and has had a serious impact on education around the globe. Jordan has followed strict nationwide procedures to stop the spread of the virus, one of which has been school closures and a shift to online learning. The purpose of this study was to investigate students' perspectives of online learning at the University of Jordan and determine the challenges they experienced as a result of shifting from face-to-face learning to a fully online learning environment. The study took a quantitative approach, using a web-based questionnaire to collect data from 398 undergraduate students enrolled at the School of Educational Science at the University of Jordan. The data were analyzed using descriptive statistics. The results revealed that students preferred an online learning environment to face-to-face learning and perceived the former as being very useful. However, students encountered some challenges, such as mental health issues (anxiety and stress), unreliable internet connections, slow e-learning platforms and services, a lack of information and communication technology skills, poor time management skills, and distractions. These findings highlight the importance of providing students with counseling services for mental health, technical support, and training in time management skills to improve their online learning experiences.

The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students' academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students' academic achievement. As for the experimental group the students' attitudes towards peers, teacher, environment and learning process were positive.

This study investigated the levels of social presence, online learning self-efficacy, and student satisfaction among undergraduate students taking online courses from the School of Educational Sciences at the University of Jordan during the COVID-19 pandemic. It was hypothesized that the relationships between these variables and the degrees of social presence and online learning self-efficacy could predict student satisfaction in these online learning settings. To this end, we used a stepwise multiple regression model for student satisfaction involving social presence and online learning self-efficacy. Data were collected from a sample of 435 participants, all of whom were undergraduate students enrolled in the summer semester at the University of Jordan in 2020 Academic Year. The results demonstrated that the undergraduate students had high levels of online learning self-efficacy and moderate levels of social presence and student satisfaction. The study also revealed a significant positive relationship between social presence, online learning self-efficacy, and student satisfaction. The findings revealed that social presence and online learning self-efficacy impact and significantly predict student satisfaction in higher education institutions in Jordan in online learning settings. Based on these results, the authors recommend that instructors at these institutions foster social presence to enhance student satisfaction.

This study examined the effect of a Pedagogical Hypermedia Environment in the Science Discipline (PHFSD) on the acquisition of scientific concepts among fifth-graders during the 2019-2020 school years. The study adopted a quasi-experimental method with 50 fifth-grade students from a private school in Amman, Jordan, divided into two groups of 25 each. Students were randomly assigned to either a control group that was taught using traditional methods or an experimental group that was taught using PHFSD. A scientific concept test was conducted before and after the Motion and Force unit was taught. The data gathered was analyzed using ANCOVA. The results revealed a statistically significant difference at the alpha=0.05 level between the mean scores of the two groups on the scientific concepts test. Most of the variation (70%) in the fifth-grade students' posttest scores was attributed to the effects of the teaching method. Such positive results affirm that this pedagogical hypermedia environment had a positive impact on the fifth-graders. These findings support the use of a pedagogical hypermedia environment to enhance the acquisition of scientific concepts among fifth-graders in Jordan. The ministry of education and teachers can use these findings to enhance teaching and learning scientific concepts.

As technology advances, AI, like ChatGPT, has become a pivotal tool in improving educational practices, particularly in special education (SE). These tools support the fourth Sustainable Development Goal (SDG), which concerns quality education for all, and the tenth SDG addresses reducing disparities. The purpose of this study is to explore the ChatGPT's role in achieving Council for Exceptional Children (CEC) standards among preservice special education teachers (SET) and the challenges they confront while using this tool. The study employed a descriptive quantitative approach with purposive sampling. The data were collected through an online questionnaire, and the study sample comprised 166 preservice SETs. The data analysis was conducted using descriptive statistics of means and standard deviations to understand the participants' perceptions comprehensively. The results indicated that the preservice SET assessed ChatGPT as a valuable tool that assisted them in meeting the CEC standards (M=3.39). The highest benefit was observed in achieving CEC Standard 2 (M= 3.87), highlighting meeting individual learning and developmental needs. Additionally, they face moderate challenges (M=2.7), primarily regarding concerns about the validity of generated data and a tendency to over-rely on the tool. These insights posit the vitality of integrating ChatGPT with SE programs while guiding students on its effective use. [ABSTRACT FROM AUTHOR]

In terms of artificial intelligence (AI) applications, chatbot-based AI such as ChatGPT have the potential to improve students' academic well-being and success. Despite the wide spread of chatbot-based AI development, no studies have explored their correlation with psychological constructs in the realm of education. This study aimed to measure the academic intensity use of chatbot-based AI and academic well-being among undergraduates and investigate the correlation between these constructs. The data was gathered using a self-administered web-based questionnaire, which includes the Academic Well-Being Scale and the developed academic intensity use of chatbot-based AI scale (AIUCA). The study sample consists of 340 undergraduates from the School of Educational Science. The findings revealed a moderate level of usage of chatbot-based AI and a moderate level of academic well-being among undergraduates. It also demonstrated a significant positive correlation (r = 0.68) between the intensity use of chatbot-based AI and academic well-being (p < 0.01). These results recommend decision-makers in higher education encourage students to integrate chatbot-based AI with their learning processes and activities to improve their academic well-being. [ABSTRACT FROM AUTHOR]

Mobile applications for learning management systems (LMS) are becoming extremely common in higher education institutions, with student satisfaction (SS) being crucial for their adoption and effectiveness. This study addresses the gap in understanding factors influencing SS with LMS mobile applications by employing structural equation modeling (SEM) based on the technology acceptance model (TAM). Quantitative study was adopted in this study, involving 475 undergraduate students. The findings of the study revealed that students' satisfaction with mobile applications for LMS is significantly and positively influenced by external factors (mobile application self-efficacy, content quality, and enjoyment), as well as perceived ease of use and perceived usefulness. The results provide practical insights for decision-makers, professionals, and developers in higher educational institutes on how to effectively implement e-learning systems using mobile applications. [ABSTRACT FROM AUTHOR]

Blended learning (BL) has recently been extensively utilized as an effective instructional method in the educational field. Despite its benefits, few studies investigate its impact on cardiopulmonary resuscitation (CPR) training programs for non-medical students and staff. The importance of CPR training lies in its contribution to achieving the third sustainable development goal (SDG) by enhancing survival rates. Nevertheless, some obstacles have hindered university students from participating in these courses. This study aims to identify the impact of blended learning, which integrates asynchronous online learning with face-toface instruction, on CPR knowledge and attitudes among non-medical undergraduates. Using a true experimental design, the experimental group (n = 41) received the BL CPR training program while the control group (n = 40) received the convolutional CPR training program. Data were collected using a developed CPR knowledge test and an attitude measure toward performing CPR before and after the program. The analysis of covariance (ANCOVA) analysis at the 5% significance level (p < 0.05) revealed a significant positive influence of the BL method on enhancing students' CPR knowledge and their attitudes toward performing it. These results recommend that decision-makers employ BL programs to enhance students' CPR knowledge and attitudes toward performing it. [ABSTRACT FROM AUTHOR]

Today, artificial intelligence (AI) has become a major factor in driving sustainable development. AI technology facilitate the innovation and creativity that could be used to achieved the sustainable development goals SDG, where education is the third SDG. Since the emergence of an advanced language model supported by AI, ChatGPT has been widely used in various fields, including education. Perhaps the fields of mathematics in general and statistics, in particular, are among the most important. Therefore, this study was conducted to investigate the impact of ChatGPT-based learning on statistical reasoning and attitudes towards statistics among undergraduates. The study followed a quasi-experimental design. To achieve their objectives, the researchers employed two valid and reliable assessments: the statistical reasoning assessment and the attitude toward statistics measure. The study sample included 56 students from the Arab Open University in Jordan and was distributed into two groups: experimental and control. The results demonstrated the effectiveness of using ChatGPT in developing statistical reasoning and fostering positive attitudes towards statistics. These findings encourage statistics instructors to incorporate ChatGPT into their teaching methods and motivate students to utilize it in their learning of statistics. [ABSTRACT FROM AUTHOR]

This research aims to examine students' attitudes toward using ChatGPT as a learning tool using a quantitative approach with a descriptive study design. For data collection, researchers have developed attitude measures that utilize the ABC model, which encompasses three components of attitudes (affective, cognitive, and behavioral). The study was conducted among a random sample of 623 undergraduates who enrolled at the University of Jordan, consisting of 476 females and 147 males. The results of the descriptive statistics indicate that there is a high level of positive attitude toward utilizing ChatGPT as a learning tool. Furthermore, the findings confirm moderate affective and high behavioral and cognitive components of attitudes toward using ChatGPT as a learning tool among undergraduate students. A proportion of respondents (73.2%) agreed on the potential ability of ChatGPT to facilitate the learning process. In comparison, 20.7% of the study participants raised apprehensions regarding the precision of the data produced by ChatGPT, while an equivalent percentage (20.7%) reported feeling uncomfortable utilizing the platform; conversely, 14.6% of those surveyed acknowledged experiencing anxiety when unable to access ChatGPT's services. The results of this study encourage decision-makers and educators at the University of Jordan to incorporate ChatGPT into curricula and instructional practices, considering student concerns and the risk of misuse. [ABSTRACT FROM AUTHOR]

Robots and hypermedia have been used as effective technological tools in the educational field. Despite their educational benefits, there are no studies investigating their impact on primary students’ intrinsic motivation in the field of science. For these reasons, the study aims to recognize the impact of employing LEGO WeDo 2.0 robotic and hypermedia on intrinsic motivation to learn science among primary students. The study implemented the quasi-experimental approach with a dual group design. The experimental group (n=25) was instructed on the force and motion topic using instruction-based LEGO WeDo 2.0 robotic and hypermedia, while the control group (n=25) was instructed using traditional instruction. The study conducted in Jordan involved fifty primary students. The data was gathered by administering the developed Intrinsic Motivation Towards Learning Science Scale to both groups at pre and post-points; ANCOVA analysis revealed a significant effect in favor of the experimental group in increasing intrinsic motivation to learn science at α = 0.05. These results recommend science instructors employ robots and hypermedia to foster students’ intrinsic motivation. It also encourages decision-makers in educational institutions to make decisions related to the science curriculum and its instructional methods. [ABSTRACT FROM AUTHOR]