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.

ChatGPT is an artificial intelligence (AI)-based chatbot that has expanded in popularity among users in several fields. It could transform education and support achieving sustainable development goals. Providing counseling and mental health services is a vital national goal for maintaining sustainable goals. As evidence of innovative technology’s ability to support sustainability in the digital era, no study has been found to investigate ChatGPT in counseling and mental health education based on students’ perceptions and experiences. Consequently, this study aimed to explore undergraduates’ perceptions in terms of the benefits and challenges of using ChatGPT in counseling and mental health education. The study adopted a descriptive quantitative approach using a purposive sample comprising 210 respondents who enrolled in the counseling and mental health program at the University of Jordan and experienced ChatGPT in their learning. The results reported that 81.9 percent of respondents perceived ChatGPT as a beneficial learning tool for counseling and mental health (M = 4.10); they perceived their ability to support most of the primary counseling skills and therapeutic conditions as the counseling dispositions and behaviors expected for reflection on meaning skills, empathic care, setting boundaries with colleagues, openness to feedback, congruence and genuineness, ability to record-keeping and task completion, and non-verbal skills. Furthermore, the findings reported that students experienced moderate challenges and concerns while utilizing ChatGPT (M = 3.21). The study’s findings suggest educators in counseling and mental health employ ChatGPT in the teaching and learning process. In addition, it proposes that decision-makers at the University of Jordan consider student concerns about ChatGPT.

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.

— In the physical education literature, E-learning in terms of online or blended learning has been lacking and facing several challenges which highlighted a need to conduct more research to investigate modern instruction in the context of physical education. This study is one of the few to determine the impact of Mobile Application-Assisted Instruction (MAAI) on intrinsic motivation and sports nutrition knowledge in a blended learning setting. The “KI-coach” app has been used as a state of an art mobile application based on artificial intelligence. This study adopted quasi experimental approach. Students were randomly assigned into a control group (n=25) that received the convolutional instruction method and an experimental group (n=25) that received MAAI. Study groups adopted a blended learning approach. Measures of intrinsic motivation and sports nutrition knowledge were administered to both groups before and after teaching the nutrition and physical performance course. The ANCOVA analysis revealed a statistically significant difference between the mean scores of the two groups on intrinsic motivation and sports nutrition knowledge. These findings indicated that using MAAI in blended learning promoted the development of intrinsic motivation and enhanced sports nutrition knowledge among physical education students. These findings encourage the decision-makers at the Ministry of higher education and physical education instructors to improve blended learning instruction and practice.

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.

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.