Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Merfat Ayesh Alsubaie"'
Publikováno v:
Behavioral Sciences, Vol 14, Iss 9, p 845 (2024)
This study sought to understand students’ intentions regarding the use of ChatGPT in learning from the perspective of perceived value, exploring the influence of artificial intelligent (AI) literacy. Drawing on a sample of 676 university students f
Externí odkaz:
https://doaj.org/article/58970f044a154c63b4eb41df7aacb38d
Autor:
Merfat Ayesh Alsubaie
Publikováno v:
Education Sciences, Vol 14, Iss 5, p 453 (2024)
The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy
Externí odkaz:
https://doaj.org/article/67f3c871a7eb4d938ac0a8fc2b912cc7
Autor:
Merfat Ayesh Alsubaie
Publikováno v:
Heliyon, Vol 8, Iss 7, Pp e09811- (2022)
Despite distance education’s negative impacts on students’ learning and social literacy skills during the Covid-19 pandemic, it still has significant benefits. This study examined the distance education and social literacy of elementary school st
Externí odkaz:
https://doaj.org/article/9cb5ea72a8904c9ba3d9ac9e4ae7ee5c
Publikováno v:
SAGE Open, Vol 12 (2022)
In 2020, the world faced a sudden change and general disruption that included all aspects of life because of the corona virus (COVID-19) pandemic. It has made the whole world adopt general and comprehensive emergency measures that have affected every
Externí odkaz:
https://doaj.org/article/751aace8dbb640c5b44dc6a761ee2fad
Publikováno v:
IEEE Access, Vol 8, Pp 166940-166950 (2020)
This study aims to develop a model to examine the influence of excessive mobile application (app) texting on technostress and academic writing skills in the Arabic language among undergraduates in higher education. In this study, the person-technolog
Externí odkaz:
https://doaj.org/article/aeab5c35331b4c2397474560f525aedf
Autor:
Merfat Ayesh Alsubaie
Publikováno v:
Education Sciences, Vol 12, Iss 12, p 891 (2022)
In recent years, especially during and after the COVID-19 pandemic, the use of mobile applications (apps) has become common in all areas of life for carrying out tasks, facilitating communication, and completing work. Education has been one of the mo
Externí odkaz:
https://doaj.org/article/b89c09dbd0ff4b2d864a76b5600ab29d
Autor:
Merfat Ayesh Alsubaie
Publikováno v:
Education Sciences, Vol 12, Iss 11, p 791 (2022)
This study explores the factors affecting the early literacy learning spaces of young children in home environments in Saudi Arabia from mothers’ perspectives. A qualitative research methodology was used. In-depth and semi-structured interviews wit
Externí odkaz:
https://doaj.org/article/b894cd744f6a4ee8ac8d2f08ac02bc6b
Publikováno v:
IEEE Access. 8:166940-166950
This study aims to develop a model to examine the influence of excessive mobile application (app) texting on technostress and academic writing skills in the Arabic language among undergraduates in higher education. In this study, the person-technolog
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8651be10b0be0450cf1630f047b951bf
https://doi.org/10.1109/access.2020.3024021
https://doi.org/10.1109/access.2020.3024021
Publikováno v:
Sustainability; Volume 14; Issue 19; Pages: 11868
Mobile learning and its influence on improving learning outcomes are among the recent trends in education. This study investigates the factors impacting teachers’ intentions to use (and their usage of) the ‘I Read Arabic’ (IRA) digital platform
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cb70afe6538b126bdd6bb23ef1bca2f1
https://doi.org/10.3390/su141911868
https://doi.org/10.3390/su141911868
Autor:
Abeer A. Boreqqah, Enam Mohammed Abouzaid, Mohammed Ahmed Alqatam, Lubna Noaman Alnoer, Amr Mohamed El Koshiry, Ibrahim Youssef Al Youssef, Yassir M Mahgoub, Mohammed Keshar Ahmed, Enas Mahmoud Elrefee, Layla Abdulrahman Alshehri, Maha Saad Alsaeed, Eman Ahmed Maher, Mostafa Samy Amira, Abdulhamid Abdullah Alarfaj, Saleh Alzahrani, Khairi Mahmoud Al-Sababha, Mohammed Amin Almaiah, Raed Ali Bani Aldoomi, Ala’a Yahya Al-Aqtash, Omer Musa Alhassan, Maher aLARFAJ, Eman Abdulaziz Aldoughan, Merfat Ayesh Alsubaie, Mohammad Ahmad Alshoura, Nahid Hassan Hamad, Ahmed Abdel Hamed Kotb, Marwa Mohamed Hassan, Mohmed Abdelmoneim Abdelrahman, Fuad Ahmed Almudhafar, Khaled Hassan Elsherif, Asma Margeni Ali, Ahmed Elsayed Mohamed Batal, Hatem Tawfik Ahmed, Ahmed Zakaria Hegazy, Ahmed Ali Alhazmi, Ghada Nasr Huisen Elmorsy, Awatef Abdulaziz Al Dafar, Tareq Yousef Melhem, Khalel Ibrahim Alhuwaiji, Abdulrahman Essa Al Lily, Atef Abdalla Bahrawi, Ahlam Mohammed Al-Abdullatif, Sobhi Noureldin Ata, Hossam Saad Selim, Hasnaa Hamdy Ali, Mossab Saud Alholiby, Ebrahem Abdullah Al Khateeb, Ahmed Abdelfattah El-Zeki, Amani Mohammed Bukhamseen, Ibrahim Ibrahim Atta, Abeer Farouk Ahmed Ali, Awatif Mahmoud Hamad, Hanem Mostafa Alboray, Abdullah Mohammed Aladsani
Publikováno v:
Studies in Continuing Education. 43:86-103
This piece theorises the limitations of transitioning reflection from individualistic to participatory practice. It addresses the question: what are the challenges of introducing crowd-refl...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::676a502929b011a9e19dd6bb25de117d
https://doi.org/10.1080/0158037x.2019.1673354
https://doi.org/10.1080/0158037x.2019.1673354