Investigating the Attitudes of Diploma Students in Teaching Toward the Use of Electronic Assessment in Learning

The purpose of this study was to investigate and understand the attitudes of students enrolled in the Postgraduate Professional Diploma (PPD) program toward the use of electronic assessment. It also sought to clarify the relationship of their attitudes to gender, language, and computer proficiency. A survey questionnaire was used to collect data and investigate students’ attitudes. A total of 364 students (328 females and 36 males) participated in the survey. The findings of the study suggested the impact of language on attitude toward the use of the electronic assessment in learning. Although the results of the study indicated no significant gender differences, female participants were found in favor of the electronic assessment more than their male counterparts. Likewise, students with weak or good computer skills favored the electronic assessment more as compared to students with excellent, very good, or acceptable computer proficiency. The present study broadens our knowledge on students’ attitudes toward electronic assessment in relation to gender, language, and computer proficiency

Game-based student e-learning experience: Empirical evidence from private universities in Jordan

This study investigates the impact of game-based (gamification) e-Learning techniques on students' engagement, thereby, their satisfaction with e-learning in Jordanian private universities. A conceptual model was developed based on existing empirical evidence from the literature. Data was then collected through a self-administered questionnaire survey from 198 private university students, who were conveniently selected for the study. The data was analyzed using Structural Equation Modeling (SEM) with smart PLS 23. Data analysis revealed a positive effect of gamification on both student engagement and satisfaction, suggesting that incorporating gaming elements into the e-learning process in Jordanian private universities led to higher levels of student engagement, thereby greater student satisfaction with the e-learning experience. A mediating role was also found for student engagement on the effect of gamification on student satisfaction. The findings provide insights to practitioners on how gamification can be utilized as an effective strategy to deliver a more enjoyable and interactive e-learning experience. Research findings were discussed, and conclusions and implications were lastly provided

Artificial Intelligence and Its Relationship to Teaching School and University Mathematics in Jordan

This study aims to study the scenarios that may arise with the introduction of artificial intelligence in education, especially in mathematics education in Jordanian schools and universities, and what its implications are for the future of schools. The study design was phenomenological, a qualitative approach that looked at the perspectives of participants from various fields. The findings suggest that as AI in education becomes more prevalent, schools and teachers will encounter new products, advantages, and disadvantages. The findings highlight several recommendations for using AI and preventing potential problems and while participants generally seemed to have positive views of AI, there were some negative aspects as well, to which mathematics teachers and academics in particular drew attention in relation to the future of education. While educators view AI as a tool to bring quality and benefit to all in the education sector, they are more focused on the rationale for AI in education and potential future issues