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MAHDI MOHAMMED ALAMRI is the dean of Education College. He received the bachelor’s degree in special education-gifted and talented students’ education and the master’s degree in education technologies from King Saud University, Saudi Arabia, in 2001 and 2005, respectively, and the Ph.D. degree in education technologies from La Trobe University, Australia, in 2014. He is currently an Associate Professor in the Curriculum and Instructions Department and he was a Vice Dean of Faculty Affaires Deanship at King Faisal University, Al-Ahsa, Saudi Arabia. His research interests include blended learning, online learning, flipped classroom, social media networks, thinking development skills, problem based learning, and special education programs.
Teaching and learning are significantly influenced by information and communications technology (ICT). The goal of this study was to develop a new model and conduct confirmatory factor analysis to learn more about how students use ICT for digital learning as sustainability. The purpose of this research project was to investigate computer self-efficacy, computer anxiety, perceived enjoyment and acceptance of digital learning as sustainability at Saudi universities, based on students’ satisfaction with actual ICT usage for digital learning as sustainability. This research project made use of structural equation modelling with SEM-AMOS and an expanded variant of the technology acceptance model as the research model. A questionnaire based on the technology acceptance model and social cognitive theory was employed as the main data collection method and was distributed to 684 students from students at two universities. Students’ answers were categorized into seven categories and evaluated to determine how satisfied students were with ICT and how likely they were to continue using it for digital learning as sustainability. The findings revealed a connection between computer self-efficacy, computer anxiety and perceived enjoyment, factors which all played a significant role in perceived usefulness and ease of use. Perceived usefulness and ease of use also had an impact on students’ continued intention to use and satisfaction. This research-built model was effective in explaining students’ continued desire to use ICT and their satisfaction with it.
Amer Sayaf; Mahdi Alamri; Mohammed Alqahtani; Waleed Al-Rahmi. Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability. Sustainability 2021, 13, 7074 .
AMA StyleAmer Sayaf, Mahdi Alamri, Mohammed Alqahtani, Waleed Al-Rahmi. Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability. Sustainability. 2021; 13 (13):7074.
Chicago/Turabian StyleAmer Sayaf; Mahdi Alamri; Mohammed Alqahtani; Waleed Al-Rahmi. 2021. "Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability." Sustainability 13, no. 13: 7074.
This research focused on the potential of project-based learning and blended learning, which offer a distinctive cross-point in regard to building 21st-century skills in the classroom. Specifically, this research hypothesized that using the BPBL approach has an effect on perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students’ academic achievement. To achieve the research goal, we employed a questionnaire as the main data collection method and dispensed it to 80 students, all of whom use the BPBL approach. The findings were obtained via a quantitative research method, structural equation modeling (SEM). We found a significant relationship between the BPBL approach and perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students’ academic achievement. Therefore, we believe that the BPBL approach enhances students’ behavioral intention to use and academic achievement in a blended project-based learning approach and allows sharing knowledge, information, and discussions. Thus, it is recommended that students use the BPBL approach for educational purposes, and they should also be encouraged to do so through their learning at university level.
Mahdi Alamri. Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education. Education Sciences 2021, 11, 207 .
AMA StyleMahdi Alamri. Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education. Education Sciences. 2021; 11 (5):207.
Chicago/Turabian StyleMahdi Alamri. 2021. "Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education." Education Sciences 11, no. 5: 207.
Conceptual mapping tools have been used more and more for various educational purposes in recent years by academicians and educators. In addition, developments of technology that include conceptual mapping have a significant influence on education sustainability. Nevertheless, students’ understanding and motivation in using conceptual mapping in the context of education sustainability has rarely been assessed. Thus, this study could be useful for developing and testing theories related to using conceptual mapping, as well as for practitioners who use conceptual mapping in education sustainability. Besides being used as a method of assessment, these mapping tools are used to improve the students’ critical and analytical thinking skills and to facilitate the demonstration of relationships among concepts. Instead of using written or verbal descriptions, these tools utilise various diagrammatic relationships. The use of pictures, diagrams and visual illustrations are believed to facilitate the understanding of complex topics more readily. Therefore, this research aims to develop a new model that employs conceptual mapping for improving the motivation and achievements of students. A survey was distributed to 247 participants who are using conceptual mapping tools for learning, and the data were quantitatively analysed using structural equation modelling (SEM-Amos). The results of this study show that conceptual mapping can be used to increase students’ understanding and motivation to improve their academic achievements.
Mohammed Almulla; Mahdi Alamri. Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement. Sustainability 2021, 13, 4029 .
AMA StyleMohammed Almulla, Mahdi Alamri. Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement. Sustainability. 2021; 13 (7):4029.
Chicago/Turabian StyleMohammed Almulla; Mahdi Alamri. 2021. "Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement." Sustainability 13, no. 7: 4029.
Nowadays, social media applications (SMAs) which are quite popular among students have a significant influence on education sustainability. However, there is a lack of research that explores elements of the constructivist learning approach with the technology acceptance model (TAM) in higher education. Therefore, this research aimed to minimize the literature gap by examining the SMA factors used for active collaborative learning (ACL) and engagement (EN) to affect the students’ academic performance in measuring education sustainability, as well as examining their satisfaction from its use. This study employed constructivism theory and TAM as the investigation model, and applied a quantitative method and analysis through surveying 192 university students at King Faisal University. Using structural equation modeling (SEM), the responses were sorted into nine factors and analyzed to explain students’ academic performance in measuring education sustainability, as well as their satisfaction. The results were analyzed with structural equation modelling; it was shown that all the hypotheses were supported and positively related to sustainability for education, confirming significant relationships between the use of SMAs and the rest of the variables considered in our model (interactivity with peers (IN-P), interactivity with lecturers (IN-L), ACL, EN, perceived ease of use (PEOU), perceived usefulness (PU), SMA use, student satisfaction (SS), and students’ academic performance (SAP).
Mahdi Alamri; Mohammed Almaiah; Waleed Al-Rahmi. Social Media Applications Affecting Students’ Academic Performance: A Model Developed for Sustainability in Higher Education. Sustainability 2020, 12, 6471 .
AMA StyleMahdi Alamri, Mohammed Almaiah, Waleed Al-Rahmi. Social Media Applications Affecting Students’ Academic Performance: A Model Developed for Sustainability in Higher Education. Sustainability. 2020; 12 (16):6471.
Chicago/Turabian StyleMahdi Alamri; Mohammed Almaiah; Waleed Al-Rahmi. 2020. "Social Media Applications Affecting Students’ Academic Performance: A Model Developed for Sustainability in Higher Education." Sustainability 12, no. 16: 6471.
This research intends to investigate factors affecting students’ behavioural intentions to use a massive open online courses (MOOCs) system. Integrating the technology acceptance model (TAM) with the innovation diffusion theory (IDT), the present research proposes an extended technology acceptance model. Testing of data collected from 1148 students using (MOOCs) system in Malaysia achieved the research objective. The findings obtained via a quantitative research method, based on analysing the results using a Structure Equation Modeling (SEM). The outcomes reveal that six views of novelty features swayed students’ a (MOOCs) scheme behavioural objective. The properties of the relative advantages, intricacy, trialability, observability, compatibility, and perceived enjoyment on the perceived ease of use are significant. Also, the effects of the relative advantages, complexity, trialability, observability, compatibility, and perceived enjoyment on the usefulness have a substantial impact. Therefore, the practical outcomes offer robust backing for the integrative method between TAM and IDT. The results recommend a prolonged model of TAM with IDT for the taking of MOOCs) system used to improve students learning performance, which can help decision makers in higher education, universities and colleges to planning, evaluating and executing the use of (MOOCs) systems.
Waleed Mugahed Al-Rahmi; Noraffandy Yahaya; Mahdi Alamri; Ibrahim Youssef Alyoussef; Ali Mugahed Al-Rahmi; Yusri Kamin. Integrating innovation diffusion theory with technology acceptance model: supporting students’ attitude towards using a massive open online courses (MOOCs) systems. Interactive Learning Environments 2019, 1 -13.
AMA StyleWaleed Mugahed Al-Rahmi, Noraffandy Yahaya, Mahdi Alamri, Ibrahim Youssef Alyoussef, Ali Mugahed Al-Rahmi, Yusri Kamin. Integrating innovation diffusion theory with technology acceptance model: supporting students’ attitude towards using a massive open online courses (MOOCs) systems. Interactive Learning Environments. 2019; ():1-13.
Chicago/Turabian StyleWaleed Mugahed Al-Rahmi; Noraffandy Yahaya; Mahdi Alamri; Ibrahim Youssef Alyoussef; Ali Mugahed Al-Rahmi; Yusri Kamin. 2019. "Integrating innovation diffusion theory with technology acceptance model: supporting students’ attitude towards using a massive open online courses (MOOCs) systems." Interactive Learning Environments , no. : 1-13.
The aim of this research to develop a model to measure sustainability for education, and incorporating the literature Big Data adoption and knowledge management sharing in the educational environment. This research hypothesize that perceived usefulness, perceived ease of use, perceived risk and behavioural intention to use big data should influence adoption of big data, while age diversity, cultural diversity and motivators should impact knowledge management sharing. Therefore, knowledge management sharing influence behavior intention to use technologies and big data adoption would be positively associated with sustainability for education. This study employed version of TAM and motivation theory as the research framework, and adopted quantitative data collection and analysis methods by surveying 214 university students who were chosen through stratified random sampling. Student responses were sorted into the eleven study constructs and analysed to explain their implication of sustainability on education. The data were then quantitatively analyzed using Structure Equation Modelling (SEM). The results showed that perceived usefulness, perceived ease of use, perceived risk and behavioural intention to use big data were significant determinants of big data adoption, while age diversity, cultural diversity and motivators were significant determinants of knowledge management sharing. The knowledge management sharing, behavior intention to use technologies and big data adoption succeeded in explaining 66.7% of sustainability on education. The findings and implications of this study are provided.
Waleed Mugahed Al-Rahmi; Noraffandy Yahaya; Ahmed A. Aldraiweesh; Uthman Alturki; Mahdi Alamri; Muhammad Sukri Bin Saud; Yusri Kamin; Abdulmajeed A. Aljeraiwi; Omar Abdulrahman Alhamed. Big Data Adoption and Knowledge Management Sharing: An Empirical Investigation on Their Adoption and Sustainability as a Purpose of Education. IEEE Access 2019, 7, 47245 -47258.
AMA StyleWaleed Mugahed Al-Rahmi, Noraffandy Yahaya, Ahmed A. Aldraiweesh, Uthman Alturki, Mahdi Alamri, Muhammad Sukri Bin Saud, Yusri Kamin, Abdulmajeed A. Aljeraiwi, Omar Abdulrahman Alhamed. Big Data Adoption and Knowledge Management Sharing: An Empirical Investigation on Their Adoption and Sustainability as a Purpose of Education. IEEE Access. 2019; 7 (99):47245-47258.
Chicago/Turabian StyleWaleed Mugahed Al-Rahmi; Noraffandy Yahaya; Ahmed A. Aldraiweesh; Uthman Alturki; Mahdi Alamri; Muhammad Sukri Bin Saud; Yusri Kamin; Abdulmajeed A. Aljeraiwi; Omar Abdulrahman Alhamed. 2019. "Big Data Adoption and Knowledge Management Sharing: An Empirical Investigation on Their Adoption and Sustainability as a Purpose of Education." IEEE Access 7, no. 99: 47245-47258.
This paper aims to explore and investigate the potential factors influencing students' behavioral intentions to use the e-learning system. This paper proposes an extended technology acceptance model (TAM) that has been tested and examined through the use of both innovation diffusion theory (IDT) and integrating TAM. This paper was conducted on 1286 students utilizing systems of e-learning in Malaysia. The findings were obtained via a quantitative research method. The findings illustrate that six perceptions of innovation characteristics, in particular, have impacts on students' e-learning system behavioral intention. The influences of the relative advantages, observability, trialability, perceived compatibility, complexity, and perceived enjoyment on the perceived ease of use is noteworthy. Moreover, the effects of the relative advantages, complexity, trialability, observability, perceived compatibility, and perceived enjoyment on the perceived usefulness have a strong impact. Therefore, the empirical results provide strong backing to the integrative approach between TAM and IDT. The findings suggest an extended model of TAM with IDT for the acceptance of the e-learning system used to improve the students' learning performance, which can help decision makers in higher education, universities, as well as colleges to evaluate, plan and execute the use of e-learning systems.
Waleed Mugahed Al-Rahmi; Noraffandy Yahaya; Ahmed A. Aldraiweesh; Mahdi M. Alamri; Nada Ali Aljarboa; Uthman Alturki; Abdulmajeed A. Aljeraiwi. Integrating Technology Acceptance Model With Innovation Diffusion Theory: An Empirical Investigation on Students’ Intention to Use E-Learning Systems. IEEE Access 2019, 7, 26797 -26809.
AMA StyleWaleed Mugahed Al-Rahmi, Noraffandy Yahaya, Ahmed A. Aldraiweesh, Mahdi M. Alamri, Nada Ali Aljarboa, Uthman Alturki, Abdulmajeed A. Aljeraiwi. Integrating Technology Acceptance Model With Innovation Diffusion Theory: An Empirical Investigation on Students’ Intention to Use E-Learning Systems. IEEE Access. 2019; 7 ():26797-26809.
Chicago/Turabian StyleWaleed Mugahed Al-Rahmi; Noraffandy Yahaya; Ahmed A. Aldraiweesh; Mahdi M. Alamri; Nada Ali Aljarboa; Uthman Alturki; Abdulmajeed A. Aljeraiwi. 2019. "Integrating Technology Acceptance Model With Innovation Diffusion Theory: An Empirical Investigation on Students’ Intention to Use E-Learning Systems." IEEE Access 7, no. : 26797-26809.
Social Media applications are recently widespread and popular method of engagement among undergraduate students and instructors in Saudi Arabia. However, the extreme use of these sites has raised concern on their impact on the students’ academic performance and generally learning. This study investigated perceptions of undergraduate students, enrolled in Education College at King Faisal University in Saudi Arabia, toward social media usage. In addition, it examined the relationship of students’ usage purpose as well as usage period with their academic performance (cumulative GPA). This study also sought to establish the most popular applications that students preferred. For the purposes of data collection, questionnaires were distributed and 132 undergraduate students (56 Male & 76 female) enrolled in the current study. Data were analyzed and results indicated that there were general positive perceptions toward using social media for academic purposes. Additionally, results showed that there was a statistical significant relationship between the purpose of social media usage and students’ academic performance in favor of personal purposes while there were no relationship found regarding educational and occupational purposes. Findings also revealed that there were no statistically impact of students’ usage period of social media on academic performance. WhatsApp and Twitter were the most preferred social media options used among students whereas Wiki, Facebook and LinkedIn were the lowest options reported. The findings of this study can be used to recommend the effective ways of incorporating social media into learning activities without affecting students’ performance. It can also be used to propose ways of assisting students maintain a balance between social and academic activities. Implications and recommendations for further research are discussed.
Mahdi Alamri. Undergraduate Students’ Perceptions toward Social Media Usage and Academic Performance: A Study from Saudi Arabia. International Journal of Emerging Technologies in Learning (iJET) 2019, 14, 61 .
AMA StyleMahdi Alamri. Undergraduate Students’ Perceptions toward Social Media Usage and Academic Performance: A Study from Saudi Arabia. International Journal of Emerging Technologies in Learning (iJET). 2019; 14 (3):61.
Chicago/Turabian StyleMahdi Alamri. 2019. "Undergraduate Students’ Perceptions toward Social Media Usage and Academic Performance: A Study from Saudi Arabia." International Journal of Emerging Technologies in Learning (iJET) 14, no. 3: 61.
This study aims to bridge the literature gap concerning the use of social media to conduct collaboration learning and explore its effect on student performance through cyber stalking and cyber bullying. To achieve the study objective, the study employed a questionnaire as the main data collection method and distributed it to 538 university students based on both the Technology Acceptance Model and Constructivism Theory, all of whom use social media. The findings were obtained via a quantitative research method, Structural Equation Modeling (SEM). This study found a significant relationship between perceived usefulness, perceived ease of use, and perceived enjoyment with social media use for open learning. However, this study found a negative relationship from social media use on open learning that was dampened by Cyber bullying, which is considered a dampening factor. Also, open learning was reported to be negatively influenced by perceived usefulness as Cyber stalking was found to dampen the relationship with open learning.
Waleed Mugahed Al-Rahmi; Noraffandy Yahaya; Mahdi Alamri; Nada Ali Aljarboa; Yusri Kamin; Muhammad Sukri Bin Saud. How Cyber Stalking and Cyber Bullying Affect Students’ Open Learning. IEEE Access 2019, 7, 20199 -20210.
AMA StyleWaleed Mugahed Al-Rahmi, Noraffandy Yahaya, Mahdi Alamri, Nada Ali Aljarboa, Yusri Kamin, Muhammad Sukri Bin Saud. How Cyber Stalking and Cyber Bullying Affect Students’ Open Learning. IEEE Access. 2019; 7 (99):20199-20210.
Chicago/Turabian StyleWaleed Mugahed Al-Rahmi; Noraffandy Yahaya; Mahdi Alamri; Nada Ali Aljarboa; Yusri Kamin; Muhammad Sukri Bin Saud. 2019. "How Cyber Stalking and Cyber Bullying Affect Students’ Open Learning." IEEE Access 7, no. 99: 20199-20210.
This study is dedicated to the research of vocabulary learning strategies (VLSs) employed by a group of Saudi Arabian learners in an EFL (English as a foreign language) context. The rationale for the study is to clarify a pronounced lack of research on the EFL context in Saudi Schools Abroad (SSA), and a dearth of prior research into VLSs in this context. In particular, this research intends to explore how do students at Saudi School Malaysia (SSM) employ VLSs in their actual learning process. Therefore, this study is conducted on cognitive theory of learning studies, the mental processes involved in the learning process. Moreover, this study conducted an analysis of studies dedicated to VLSs through secondary students at Saudi school in Malaysia based on previous research problems of models and theories. In addition, this study applied quantitative approach, and the questionnaire was conducted using 105 students. The results of this study revealed the percentage and frequency have further underscored this role and the significance of vocabulary learning in both students and teachers. Also, the results show that students at SSM have employed the five categories of VLSs at a medium level and almost at a close range.
Aizan Yaacob; Aspalila Shapii; Ayman Saad Alobaisy; Waleed Mugahed Al-Rahmi; Yahya M. Al-Dheleai; Noraffandy Yahaya; Mahdi Alamri. Vocabulary Learning Strategies Through Secondary Students at Saudi School in Malaysia. SAGE Open 2019, 9, 1 .
AMA StyleAizan Yaacob, Aspalila Shapii, Ayman Saad Alobaisy, Waleed Mugahed Al-Rahmi, Yahya M. Al-Dheleai, Noraffandy Yahaya, Mahdi Alamri. Vocabulary Learning Strategies Through Secondary Students at Saudi School in Malaysia. SAGE Open. 2019; 9 (1):1.
Chicago/Turabian StyleAizan Yaacob; Aspalila Shapii; Ayman Saad Alobaisy; Waleed Mugahed Al-Rahmi; Yahya M. Al-Dheleai; Noraffandy Yahaya; Mahdi Alamri. 2019. "Vocabulary Learning Strategies Through Secondary Students at Saudi School in Malaysia." SAGE Open 9, no. 1: 1.
This study aimed to investigate the effectiveness of a flipped classroom for students' academic performance and satisfaction. A mixed-methods research design was used to compare the two approaches of a traditional lecture and flipped classroom. Data were gathered via an achievement test, survey questionnaire and interviews, and then analysed. The results indicated a statistically significant difference in students' academic performance for the flipped classroom group. Additionally, almost all students had a high level of satisfaction in the flipped classroom and generally enjoyed learning in the flipped classroom environment. Online materials, peer discussions and the instructor's role were fundamental elements that produced high-quality learning and active learners. However, few students reported some issues that considered as the main obstacles encountered by some students, which were the week computer skills and time-consuming tasks. This study's implications and recommendations for further research are discussed.
Mahdi Alamri. Students' academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. International Journal of Technology Enhanced Learning 2019, 11, 103 .
AMA StyleMahdi Alamri. Students' academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. International Journal of Technology Enhanced Learning. 2019; 11 (1):103.
Chicago/Turabian StyleMahdi Alamri. 2019. "Students' academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia." International Journal of Technology Enhanced Learning 11, no. 1: 103.
This research attempts to mitigate this gap within the literature concerning the use of social media for cyber engagement among students. Since students often become upset when network providers intervene, the present study aims to develop a model to measure ethics issues related to engagement with social media. The conducted survey examines social media use with regard to cyber engagement, cyber bullying behaviors, and being bullied, harassed, and stalked. To achieve the study objective, the study employed a questionnaire as the main data collection method and distributed it to 242 students, all of whom use social media. The findings were obtained via a quantitative research method, Structural Equation Modeling (SEM) and Partial least squares (PLS). The findings from our empirical study indicate that the assessment of discriminant validity has become an extensively acknowledged requirement for the analysis of latent variables’ relationships. Goodness of fit indices demonstrates a good fit of the model. Roughly more than half of students indicated they had been bullied, harassed, and stalked online. The proposed model will help campus administration and decision-makers formulate strategies that can significantly reduce cyber harassment among students.
Waleed Al-Rahmi; Noraffandy Yahaya; Mahdi Alamri; Nada Ali Aljarboa; Yusri Kamin; Fahad Abdullah Moafa. A Model of Factors Affecting Cyber Bullying Behaviors Among University Students. IEEE Access 2018, 7, 2978 -2985.
AMA StyleWaleed Al-Rahmi, Noraffandy Yahaya, Mahdi Alamri, Nada Ali Aljarboa, Yusri Kamin, Fahad Abdullah Moafa. A Model of Factors Affecting Cyber Bullying Behaviors Among University Students. IEEE Access. 2018; 7 (99):2978-2985.
Chicago/Turabian StyleWaleed Al-Rahmi; Noraffandy Yahaya; Mahdi Alamri; Nada Ali Aljarboa; Yusri Kamin; Fahad Abdullah Moafa. 2018. "A Model of Factors Affecting Cyber Bullying Behaviors Among University Students." IEEE Access 7, no. 99: 2978-2985.
Social media users can be negatively affected by cyber harassment. These effects can cause emotional distress and lead people to stop using social network sites or to end their life. In addition, the users of this technology usually get upset when network providers interfere and consider such interference to be unfair. Therefore, this paper attempted to mitigate the gap in the literature concerning the use of social media for engaging in cyber harassment in the context of higher education. Therefore, the main objective was to develop a model that will bridge this gap. The model developed in this paper is based on the unified theory of acceptance and use of technology, theory of planned behavior, and technology support. To achieve the study’s objectives, a questionnaire was used as the main data collection method, and it was distributed to 340 students who used social media. This paper argues that these decisions of interference can be handled by employing a method that users find sufficient and appropriate. In conclusion, this research specifically proposes a model for identifying the significant factors that are anticipated to play major roles in minimizing cyber harassment among Saudi students. The proposed model will help administrations and decision makers to formulate strategies that can significantly affect anti-cyber harassment among students.
Fahad Abdullah Moafa; Kamsuriah Ahmad; Waleed Al-Rahmi; Noraffandy Yahaya; Yusri Kamin; Mahdi M. Alamri. Develop a Model to Measure the Ethical Effects of Students Through Social Media Use. IEEE Access 2018, 6, 56685 -56699.
AMA StyleFahad Abdullah Moafa, Kamsuriah Ahmad, Waleed Al-Rahmi, Noraffandy Yahaya, Yusri Kamin, Mahdi M. Alamri. Develop a Model to Measure the Ethical Effects of Students Through Social Media Use. IEEE Access. 2018; 6 ():56685-56699.
Chicago/Turabian StyleFahad Abdullah Moafa; Kamsuriah Ahmad; Waleed Al-Rahmi; Noraffandy Yahaya; Yusri Kamin; Mahdi M. Alamri. 2018. "Develop a Model to Measure the Ethical Effects of Students Through Social Media Use." IEEE Access 6, no. : 56685-56699.
The proposed system framework consists two main databases: Lexicon dictionary and Summarized previous cases, by depending on Senti-ment analysis and N-Gram algorithms to match the terms and documents. In the first branch, the judge opens the cyber case and therefore the system will highlight the technical terms automatically. Furthermore, the technical terms matched with Lexicon dictionary will be high-lighted. After that, the judge opens the highlighted terms (as links), and description page will be appeared. The description page contains details about the technical terms (definitions, explanations, examples, etc). On the other side, the second branch aims to retrieve the related legal cases (from the database) judged by courts in UK and KSA. The related cases are the most closed cases to the current legal case by inserting keywords based on the current case. The judge benefits from these cases through the judgment issued to give the fair judgment. N-gram algorithm is used to find the related cases because it has smart approach to expect the most closed document and texts. The system provides the judge with laws used in issuing the judgment in KSA and UK courts.
Fahad Abdullah Moafa; Kamsuriah Ahmad; Waleed Al-Rahmi; Noraffandy Yahaya; Yusri Kamin; Mahdi Alamri. Integrated-system to minimizing cyber harassment in kingdom of Saudi Arabia (KSA). International Journal of Engineering & Technology 2018, 7, 2192 -2196.
AMA StyleFahad Abdullah Moafa, Kamsuriah Ahmad, Waleed Al-Rahmi, Noraffandy Yahaya, Yusri Kamin, Mahdi Alamri. Integrated-system to minimizing cyber harassment in kingdom of Saudi Arabia (KSA). International Journal of Engineering & Technology. 2018; 7 (4):2192-2196.
Chicago/Turabian StyleFahad Abdullah Moafa; Kamsuriah Ahmad; Waleed Al-Rahmi; Noraffandy Yahaya; Yusri Kamin; Mahdi Alamri. 2018. "Integrated-system to minimizing cyber harassment in kingdom of Saudi Arabia (KSA)." International Journal of Engineering & Technology 7, no. 4: 2192-2196.