The Role of Artificial Intelligence in Learning Empowerment for Primary School Students in Republic of Yemen: A survey of Experts' Opinions at Sana'a University
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Abstract
Primary school students in the Republic of Yemen face many problems as a result of the educational system's inability to single out education and adopt the principle of individual differences and the theory of multiple intelligences.
This was due to the scarcity of experts specialized in artificial intelligence in Ministry of Education who could have an active role in solving problems. This has led to students' negative attitudes towards learning; hence, this study aimed to identify the role that artificial intelligence could play in empowering students learning and increasing their desire for learning. The study adopted the descriptive approach and the questionnaire was distributed to a sample of 26 experts and specialists in artificial intelligence at Sana'a University in Computer College, the College of Engineering (Communication Department), and the College of Education (Educational Technology Department) to collect data about their opinions of the role that artificial intelligence could play in empowering primary school students learning in the Republic of Yemen.
The findings revealed that the degree of artificial intelligence importance in empowering primary school students learning was high at the level of the four dimensions: (smart content, smart systems, student, teacher). The study recommends the establishment of a center for artificial intelligence in the Ministry of Education for qualifying schools, and technical and administrative cadres in artificial intelligence. The study also recommends the Ministry to grant an award for students who produce programs and applications of artificial intelligence, as well as an award for schools that use artificial intelligence in education.
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Intelligence, Artificial Intellegence, learning empowerment, primary education, Republic of Yemen
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