أثر الذكاء الاصطناعي التوليدي على مهارات التعلم المنظم ذاتيًا: الدافعية الأكاديمية كمتغير وسيط
الكلمات المفتاحية:
الذكاء الاصطناعي التوليدي، الدافعية الأكاديمية، التعلم المنظم ذاتيًا
الملخص
هدفت الدراسة إلى الكشف عن أثر استخدام الذكاء الاصطناعي التوليدي في تعزيز الدافعية الأكاديمية ومهارات التعلم المنظم ذاتيًا لدى طلاب التعليم العالي، إضافة إلى التحقق من الدور الوسيط للدافعية الأكاديمية في العلاقة بين الذكاء الاصطناعي التوليدي والتعلم المنظم ذاتيًا. واعتمدت الدراسة على المنهج الوصفي الارتباطي التنبؤي. وتكونت عينة الدراسة من (800) طالب وطالبة من جامعة الملك عبدالعزيز في مراحل البكالوريوس والماجستير والدكتوراه. واستخدمت الاستبانة أداةً لجمع البيانات. أظهرت النتائج أن مستوى استخدام الذكاء الاصطناعي التوليدي جاء بدرجة مرتفعة جدًا، بمتوسط حسابي بلغ (4.42)، كما جاء مستوى التعلم المنظم ذاتيًا بدرجة مرتفعة بمتوسط حسابي بلغ (4.11)، في حين جاء مستوى الدافعية الأكاديمية بدرجة مرتفعة بمتوسط حسابي بلغ (4.19). كما كشفت النتائج عن وجود علاقات ارتباطية موجبة ودالة إحصائيًا عند مستوى (0.01) بين متغيرات الدراسة؛ إذ بلغ معامل الارتباط بين الذكاء الاصطناعي التوليدي والدافعية الأكاديمية (0.750)، وبين الدافعية الأكاديمية والتعلم المنظم ذاتيًا (0.751)، وبين الذكاء الاصطناعي التوليدي والتعلم المنظم ذاتيًا (0.720). وأظهرت نتائج الانحدار أن الذكاء الاصطناعي التوليدي والدافعية الأكاديمية يفسران معًا ما نسبته (62.0%) من التباين في مهارات التعلم المنظم ذاتيًا. كما بينت نتائج تحليل المسار وجود أثر مباشر دال للذكاء الاصطناعي التوليدي في الدافعية الأكاديمية، وأثر مباشر دال للدافعية الأكاديمية في التعلم المنظم ذاتيًا، وأثر مباشر دال للذكاء الاصطناعي التوليدي في التعلم المنظم ذاتيًا، إضافة إلى أثر غير مباشر دال عبر الدافعية الأكاديمية، مما يشير إلى أن الدافعية الأكاديمية تؤدي دور الوسيط الجزئي في هذه العلاقة. وفي ضوء النتائج، توصي الدراسة بضرورة توظيف تطبيقات الذكاء الاصطناعي التوليدي بصورة منهجية في بيئات التعليم العالي، مع توجيه الطلاب نحو الاستخدام الواعي لهذه الأدوات بما يعزز دافعيتهم الأكاديمية وينمي مهارات التعلم المنظم ذاتيًا لديهم.
المراجع
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3. بودالي، وحميدة (2018). العلاقة بين استراتيجيات التعلم المنظم ذاتيا والدافعية للإنجاز الدراسي لدى الطالب الجامعي: دراسة ميدانية. مجلة البحوث التربوية والتعليمية، 7(1)، 137-164.
4. رافع، محمود؛ والعقون، كمال الدين (2023). استراتيجيات التعلم المنظم ذاتيا في ضوء نموذج بينتريش وعلاقتها بالدافعية للانجاز لدى الطلبة الجامعيين. مجلة البحوث التربوية والتعليمية،12(1)، 797-822.
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6. Abbas, M., & Khouidmi, D. (2024). Self-Regulated Learning and its Relation to Achievement Motivation among University Students in the Context of Online Learning After the COVID-19. أطراس, 5(3), 97-114. https://doi.org/10.70091/atras/ai.6
7. Al-Hafdi, F. S., & Alhalafawy, W. S. (2026). Learning analytics for reducing student dropout in digital video platforms. PeerJ Computer Science, 12, e3532. https://doi.org/10.7717/peerj-cs.3532
8. Alharbi, T. S., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Exploring the Framework for Intelligent Operations (FiOps) for Teachers in the Era of Generative AI (GenAI). International Journal of Learning, Teaching and Educational Research, 24(8), 942-964. https://doi.org/10.26803/ijlter.24.8.42
9. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
10. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. Journal of Arts, Literature, Humanities and Social Sciences(97), 345-363. https://doi.org/DOI: https://doi.org/10.33193/JALHSS.97.2023.941
11. Bower, M., Torrington, J., Lai, J. W. M., Petocz, P., & Alfano, M. (2024). How should we change teaching and assessment in response to increasingly powerful generative Artificial Intelligence? Outcomes of the ChatGPT teacher survey. Education and Information Technologies, 29(12), 15403-15439. https://doi.org/10.1007/s10639-023-12405-0
12. Chan, C. K. Y., & Hu, W. J. (2023). Students' voices on generative AI: perceptions, benefits, and challenges in higher education [Article]. International journal of educational technology in higher education, 20(1), 18, Article 43. https://doi.org/10.1186/s41239-023-00411-8
13. Chang, D. H., Lin, M. P.-C., Hajian, S., & Wang, Q. Q. (2023). Educational design principles of using AI chatbot that supports self-regulated learning in education: Goal setting, feedback, and personalization. Sustainability, 15(17), 12921. https://doi.org/10.3390/su151712921
14. Chen, C.-H., & Chang, C.-L. (2024). Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. Education and Information Technologies, 29(14), 18621-18642.
15. Chen, Z., Wei, W., & Zou, D. (2026). Generative AI technology and language learning: global language learners’ responses to ChatGPT videos in social media. Interactive learning environments, 34(2), 907-920. https://doi.org/10.1080/10494820.2025.2511248
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17. Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., & Ahuja, M. (2023). Opinion Paper:“So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
18. Hmoud, M., Swaity, H., Hamad, N., Karram, O., & Daher, W. (2024). Higher education students’ task motivation in the generative artificial intelligence context: the case of chatgpt. Information, 15(1), 33. https://doi.org/10.3390/info15010033
19. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
20. Jin, Im, K., Yoo, M., Roll, I., & Seo, K. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education, 20(1), 37. https://doi.org/10.1186/s41239-023-00406-5
21. Kong, S.-C., & Yang, Y. (2024). A Human-Centred Learning and Teaching Framework Using Generative Artificial Intelligence for Self-Regulated Learning Development through Domain Knowledge Learning in K–12 Settings. IEEE Transactions on Learning Technologies . https://doi.org/10.1109/tlt.2024.3392830
22. Lai, J. W. (2024). Adapting Self-Regulated Learning in an Age of Generative Artificial Intelligence Chatbots. Future Internet, 16(6), 218. https://doi.org/10.3390/fi16060218
23. Lee, Y.-F., Hwang, G.-J., & Chen, P.-Y. (2022). Impacts of an AI-based cha bot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation. Educational technology research and development, 70(5), 1843-1865. https://doi.org/10.1007/s11423-022-10142-8
24. Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarok or reformation? A paradoxical perspective from management educators. International Journal of Management Education, 21(2), 13, Article 100790. https://doi.org/10.1016/j.ijme.2023.100790
25. Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The international journal of management education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790
26. Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of educational psychology, 106(1), 121. https://doi.org/10.1037/a0033546
27. Nguyen, H., & Nguyen, A. (2025). Reflective Practices and Self-Regulated Learning in Designing with Generative Artificial Intelligence: An Ordered Network Analysis. Journal of science education and technology, 34(5), 1178-1192. https://doi.org/10.1007/s10956-024-10175-z
28. Noy, S., & Zhang, W. (2023). Experimental evidence on the productivity effects of generative artificial intelligence. Science, 381(6654), 187-192. https://doi.org/10.1126/science.adh2586
29. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
30. Pataranutaporn, P., Leong, J., Danry, V., Lawson, A. P., Maes, P., & Sra, M. (2022). AI-generated virtual instructors based on liked or admired people can improve motivation and foster positive emotions for learning. 2022 IEEE Frontiers in Education Conference (FIE), https://doi.org/10.1109/fie56618.2022.9962478
31. Qu, K., & Wu, X. (2024). ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments. Education and Information Technologies, 29(15), 19471-19503. https://doi.org/10.1007/s10639-024-12598-y
32. Renfeng, J., Gang, Y., & Qi, S. (2025). The Motivational Impact of GenAI Tools in Language Learning: a Quasi‐Experiment Study. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12701
33. Saadati, Z., Perkan, C., & Barenji, R. (2021). On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education. Interactive Learning Environments, 31. https://doi.org/10.1080/10494820.2021.1920429
34. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5), 4157. https://doi.org/10.24294/jipd.v8i5.4157
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منشور
2026-06-12
كيفية الاقتباس
الحسن عبدالرحمن الحسن العامري, د. أحمد بن إبراهيم فلاته, & أ.د. وليد سالم الحلفاوي. (2026). أثر الذكاء الاصطناعي التوليدي على مهارات التعلم المنظم ذاتيًا: الدافعية الأكاديمية كمتغير وسيط. Journal of Arts, Literature, Humanities and Social Sciences, (131), 330-354. https://doi.org/10.33193/JALHSS.131.2026.1683
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2026 الحسن عبدالرحمن الحسن العامري , د. أحمد بن إبراهيم فلاته , أ.د. وليد سالم الحلفاوي
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