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Using Artificial Intelligence tools in media learning: attitudes and skills

Article · September 2024

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 Rihan Journal for Scientific Publishing ‫مجلة ريحان للنش العلم‬
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Using Artificial Intelligence tools in media learning: Attitudes

and Skills

‫ االتجاهات والمهارات‬:‫توظيف أدوات الذكاء االصطناعي في التعلم اإلعالمي‬

Samar Y. MAKANAI

Arab Open University - JORDAN

Email: [email protected]

https://orcid.org/0000-0002-2813-0689

Najm A. Khalaf Alhatimi ALEESSAWI

Association of Arab Universities, Jordan

[email protected]

https://orcid.org/0000-0002-0857-8478

Wasan HADDAD

University of Petra, Jordan

Universiti Utara Malaysia, Malaysia

[email protected]
https://orcid.org/0009-0002-9315-6524

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ABSTRACT

The article aimed to identify the attitudes of media students in Jordanian

universities regarding employing artificial intelligence (AI) in learning in
Jordan and the most prominent challenges they face in acquiring sufficient
knowledge of AI interventions. In this regard, we rely on a survey approach
based on knowing the attitudes of media students regarding applications of
AI in learning through their responses via a questionnaire of (33) items
distributed to a random sample of 338 students. The results revealed that the
most prominent trend among media students towards using AI in learning is
that AI helps improve the efficiency and speed of editing processes,
improves the quality of content, and enhances the learning experience. The
results also showed that the fields of employing AI in learning are editing
and media writing, “producing and inventing new forms of media materials,”
and discovering sources. The results showed that the most prominent
disadvantages of employing AI in learning are weakening students’ ability
to develop critical thinking skills and weakening the student’s direct human
interaction with teachers or colleagues. It showed that the most important
challenges facing media students in employing AI are the lack of awareness
of the importance of using AI in education and the lack of a clear strategy in
Jordanian universities for applying AI to learning.

Keywords: artificial intelligence AI, media learning, skills, students,

attitudes.

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‫الملخص‪:‬‬

‫هدفت المقالة إلى التعرف على اتجاهات طلبة اإلعالم في الجامعات األردنية نحو توظيف الذكاء‬
‫االصطناعي في التعلم في األردن وأبرز التحديات التي يواجهونها في اكتساب المعرفة الكافية‬
‫بتدخالت الذكاء االصطناعي‪ .‬وفي هذا الصدد‪ ،‬اعتمدنا على منهج المسح القائم على معرفة‬
‫ات جاهات طلبة اإلعالم نحو تطبيقات الذكاء االصطناعي في التعلم من خالل استجاباتهم عبر استبانة‬
‫مكونة من (‪ )33‬فقرة وزعت على عينة عشوائية من ‪ 338‬طالبًا‪ .‬وكشفت النتائج أن االتجاه األبرز‬
‫لدى طلبة اإلعالم نحو استخدام الذكاء االصطناعي في التعلم هو أن الذكاء االصطناعي يساعد على‬
‫تحسين كفاءة وسرعة عمليات التحرير وتحسين جودة المحتوى وتعزيز تجربة التعلم‪ .‬كما أظهرت‬
‫النتائج أن مجاالت توظيف الذكاء االصطناعي في التعلم هي التحرير والكتابة اإلعالمية‪" ،‬إنتاج‬
‫واختراع أشكال جديدة من المواد اإلعالمية"‪ ،‬واكتشاف المصادر‪ .‬وأظهرت النتائج أن أبرز عيوب‬
‫توظيف الذكاء االصطناعي في التعلم هي إضعاف قدرة الطالب على تنمية مهارات التفكير النقدي‬
‫وإضعاف التفاعل اإلنساني المباشر للطالب مع التدريسيين أو الزمالء‪ .‬وأظهرت أن أهم التحديات‬
‫التي تواجه طلبة اإلعالم في توظيف الذكاء االصطناعي هي عدم الوعي بأهمية استخدام الذكاء‬
‫االصطناعي في التعليم‪ ،‬وعدم وجود استراتيجية واضحة في الجامعات األردنية لتطبيق الذكاء‬
‫االصطناعي في التعلم‪.‬‬

‫الكلمات المفتاحية‪ :‬الذكاء االصطناعي‪ ،‬التعلم اإلعالمي‪ ،‬المهارات‪ ،‬الطلبة‪ ،‬االتجاهات‪.‬‬

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INTRODUCTION

Artificial intelligence is one of the essential features of the

technological revolution because of its advanced capabilities that seek to find
the fastest and smartest methods in many fields, which entails keeping pace
with this rapid development in the use of AI. One of the most important fields
is education, which is to search for modern methods and technologies to
employ AI in the educational process to achieve the most important goals of
educational outcomes and overcome the challenges it faces. AI has become
one of the topics that attract the most coverage in all academic fields and has
become widespread for accelerating technological reasons on the one hand
and economic reasons on the other hand, which have been enhanced by the
emergence of big data in recent years.

The technological revolution and digital environment provided

essential technologies and applications in the communication process, and
media(Aleessawi, 2022), and technological changes continued that enabled
journalists to use new tools to improve the quality of news coverage,
efficiency in journalistic news production, and new techniques for preparing
reports and telling stories. These changes have raised various concerns,
ethical concerns, privacy threats, and controversy about the possibility of the
end of the work of human journalists being replaced by digital reporters
(robots) driven by algorithms. However, there is a potentially positive
scenario It is that these algorithms, AI, and big data will provide journalists
and journalism leaders with the opportunity to reorganize work in digital
journalism by using these emerging technologies to augment the work of
human journalists, which will increase efficiency in newsrooms and improve
the quality of their productivity(Al-Debisi, 2022).

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According to optimists, AI is an opportunity to maximize the skills of

journalists by automating routine tasks, saving time for creative processes
and analyzing data from multiple sources, enabling them to convert spoken
words and videos into text, and working to speed up the editing process and
customize content in several languages. This enables them to overcome weak
credibility and poor journalism by exposing fake news. In the coming years,
AI technologies are expected to lead significant transformations in the
mechanisms of media work and the structure of its institutions, such as the
New York Times, the Associated Press, and the Washington Post(Ali &
Mohammed, 2020).

Artificial intelligence has also contributed significantly to the growth

and development of the learning process, and therefore, employing AI has
become an urgent matter in achieving educational goals, developing
students’ skills, advancing learning outcomes in various fields of journalistic
work, and benefiting from modern technologies that have emerged through
the application of the education system. Electronic technology in the
educational process is one of the applications that achieves high efficiency
in visual, audio, and print media. Many AI applications have demonstrated
ingenuity and effectiveness in serving learning in various journalistic arts,
such as news editing, media content, photography, audio recording, video...
and others. Studies have shown the effectiveness of using AI in the
educational process, and Al-Najjar (2022) found the efficacy of smart
education programs in developing the skills of building educational websites
among educational website developers considering comprehensive quality
standards, as it is noted the scarcity of studies that used AI in teaching
courses. General basic.

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Research Aim

The article aimed to identify the trends of media students in Jordanian

universities towards employing artificial intelligence in learning in Jordan
and the most prominent challenges they face in acquiring sufficient
knowledge of artificial intelligence interventions.

Research Importance

The importance of the current topic lies in the fact that it provides
knowledge of the trends of media students in employing AI in Jordanian
universities. This is due to its advanced capabilities that seek to find the most
innovative methods in the learning process, which entails keeping pace with
this rapid development in AI use. Furthermore, the importance of the article
derives from the nature of the topic it addresses, which is AI and its role as
an effective tool for achieving greater efficiency in the educational process
in Jordanian universities, considering the technological revolution. The
article contributes to providing the scientific library with the importance of
AI in university education.

Research Problematic

Hence, the problem of the current study was crystallized, which was (the
trends of media students in employing AI in learning). The study attempts to
answer the following questions: -

1. What are the trends of using AI in the learning process?

2. What are the fields of use of AI in the learning process?

3. What are the disadvantages of using AI?

4. What challenges do media students face using AI in learning?

LITERATURE REVIEW

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The study was based on the theoretical framework of the unified

technology acceptance theory. The unified theory of technology acceptance
and use is considered one of the new theoretical trends that are interested in
studying what happens in people’s minds when they use technology
applications in the organizational and professional context, as it tests the
impact of the individual’s internal components such as beliefs, attitudes, and
external components. Venkatesh et al. (2003) are the first to lay the
foundation for this theory. They studied the extent of users’ acceptance of
dealing with any new technology as a process to predict and justify the extent
of people’s acceptance of technology. The idea of this theory appeared
because of the multiplicity of theories and models used to explain technology
acceptance behavior by its users(Martins et al., 2014). Venkatesh and Davis
(2000) have explained, refined, and compared several dominant, dominant,
and used theories and models. Some models do not provide a robust
explanation that predicts the degree of acceptance of people's use of
technology, such as the Technology Acceptance Model, as this model is
considered one of the models proposed by Fred Davis, which aimed to
identify the degree of acceptance of people's use of technological
applications, and the intention to use. The model assumed that people's
behavior is affected by two types of beliefs: the first is the belief in Perceived
Usefulness, and the second is the belief in Perceived Ease of Use; these two
beliefs affect the person's attitudes toward adopting technological
applications(Hwang et al., 2016). The current study employed the unified
theory of technology acceptance and use Because its primary hypotheses are
consistent with the objectives of the current study, which aims to measure
the attitudes of media students in accepting the use of AI applications in

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learning, the benefit of using AI applications, and the belief in the ease of
using these applications.

a. The concept of artificial intelligence

It is difficult to reach an accurate and final definition of “artificial

intelligence.” This is because the science of AI is not only linked to computer
science and its developments, which is witnessing rapid development in its
language and industry, but rather because of its connection to several
sciences and specializations, including anthropology, biology, psychology,
and neuroscience. Philosophy and these sciences alone seek to explain the
concept of artificial intelligence from their perspective. Many references and
educational sources have dealt with this topic from different perspectives.

The British mathematician Alan Turing, known as the father of AI, is

considered the first to present the idea of AI in a scientific article entitled
The Calculating Machine and Intelligence in 1950, in which he explained a
test aimed at evaluating the ability of artificial intelligence to act in providing
reactions like human reactions, during a text conversation(Shapiro, 1992).
John McCarthy was the one who proposed the term “AI” and contributed to
shaping its concept at the Dartmouth conference in 1965. He also created the
programming language LISP, which was important for developing artificial
intelligence. In the 1960s(McCarthy, 2022).

Artificial Intelligence "AI" Definitions began to evolve with the

development of the computer, its software, and its processing methods. Lai
defined AI as: “a computer system designed to interact with human
knowledge and behaviors, solve humanity, solve problems, preserve
knowledge, and understand human natural language through learning and
reasoning(Huang, 2018). The pace of development of industries in China has

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accelerated. The field of AI has significantly increased since the beginning

of the twenty-first century, and interactive robots have entered human daily
life, which we may see in stores in some countries that mimic humans with
facial expressions, physical movements, and voice.

Artificial Intelligence AI refers to “the ability of a computer or computer-

supported robot to process information and reach results like the thinking
process humans have in learning, making decisions, and solving problems.”
Therefore, AI systems aim to develop systems capable of dealing with
complex challenges with the same efficiency they use. Humans have logical
processes and reasoning(Al Maktoum, 2019). According to Coswell, AI can
also be defined as the art of creating machines that perform tasks that require
intelligence when called upon by humans(Russell & Norvig, 2021).

Al-Younis defined AI as “one of the modern technologies that were

developed in the last century, which includes a group of software that helps
managers and workers in making decisions for all the organization’s
operations and is characterized by sophistication and progress and provides
computers with a set of activities that help them practice behavior
characterized by intelligence”(Al-Younis, 2012). In general, "AI" can be
defined as the development of technological systems capable of simulating
the human mind, designed to interact with human knowledge and behaviors,
solve problems, preserve knowledge, and understand human natural
language through learning and reasoning, which aims to develop systems
capable of addressing complex problems with the same efficiency that
Humans use it in logical processes and reasoning. Most definitions meet the
primary purpose of AI, which is to develop technological systems capable of
simulating some of the human mind's capabilities in interacting, reasoning,
and solving problems.

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b. Artificial intelligence and education

The idea of using AI in education revolves around machine simulation

and the application of human intelligence. The future of current education,
with its three parties - the teacher, the learner, and the curriculum - is linked
to the integration between humans and machines in several aspects. In the
last decade, AI technologies have spread rapidly in many industries,
including the education sector, where many leading start-up companies are
applying AI concepts to improve the learning experience(Abdel Razzaq,
1999, p. 23). Effective human-machine cooperation is vital in protecting
human rights and promoting sustainable development. This is what
UNESCO presented at the “Beijing Consensus,” the international conference
on AI and machine learning held in May 2019, as it emphasized the
possibility of using AI in education in five main fields:

1. Learning management and delivery.

2. Personalize teaching and learning.

3. Evaluation of learning and teaching.

4. Developing the values and skills necessary for life and work in the era
of AI.

5. Providing lifelong learning opportunities for all.

These efforts seek to balance technological development and human

rights and promote sustainable development using AI to enhance the quality
of life and work for all. The development in the use of AI in smart education
systems represents an essential shift in the field of education. It contributes
to enhancing the learning experience for students by providing personalized

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and effective learning experiences. It also allows the use of modern

technologies to analyze student data. It helps the teacher at most learning
stages to provide individual guidance and data-based support using machine
learning and extensive data analysis. Intelligent education systems can also
determine students' needs and learning styles according to their aptitudes,
providing personalized educational resources and improving the overall
learning experience. This development also enhances the possibility of
online learning and opens new doors for digital education and distance
learning within the framework of public education(Fahimirad & Kotamjani,
2018). Artificial intelligence is no longer limited to a specific segment and
not others, as recent years have witnessed significant development in the
field of integrating AI and its applications into education in schools and
universities by those in charge of the educational process on the one hand
and students on the other hand at different levels.

Advantages of artificial intelligence in education:

According to Popenici & Kerr (2017) study, AI helps develop and

enhance the human capabilities of the teacher, learner, and administration in
higher education institutions. The study provided an example of Deakin
University in Australia, which uses the “Watson” supercomputer, which
provides academic advice to students using relatively simple computer
processing. AI can also improve the quality of teaching in the field of
education and provide a learning environment that adapts to the abilities of
each student individually, as AI applications can play an essential role in
analyzing performance and providing the necessary guidance and support to
achieve success(Guan et al., 2020).

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AI applications also help assess multiple students quickly and accurately,

allowing teachers more freedom to deal with empathic teaching. This type
of education is known for teaching students how they feel about the scientific
content they receive. It helps them determine how valuable this content is to
them and adapt it to their needs(Sapci & Sapci, 2020). The virtual
environment that uses virtual AI applications helps enhance students’ skills
and trains them in specialized skills, such as the medical student training in
a virtual environment to perform surgical procedures and the media student
in augmented reality studios to cover war events and hot spots(Almaliki,
2023). The role of artificial intelligence systems in digitizing learning
resources from curricula to offered courses cannot be denied, in addition to
making them easily accessible outside classrooms and libraries. In addition,
it is easy to adapt these resources according to the student’s ability and
capabilities(Meikleham & Hugo, 2020).

From the above, it can be said that AI applications help enhance the data
analysis process for faculty, which enhances their role in the educational
process. AI applications also support the student by arousing learning
motivation and motivating him to experiment. AI applications can also
accurately evaluate the student, making it easier for the teacher to detect the
strengths and weaknesses of each student.

Disadvantages of artificial intelligence in education

AI may lead to an increase in support for equality that, coupled with

economic turmoil, social unrest, and, in some cases, political instability
among technologically disadvantaged and underrepresented groups, makes
for the worst. AI may also cause an increase in the gap between the low-
income and the powerful, as the wealthy may benefit from artificial

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intelligence systems more than others. In contrast, low-income people find

accessing these systems and their applications complex due to access or
purchasing power restrictions. Ltd., which reinforces the class gap between
them(Meikleham & Hugo, 2020). On the other hand, the use of AI in
education and evaluation raises essential concerns related to teaching
methods, the impact on the roles of teachers, and the removal of the human
element with its social relationships from the educational process, in addition
to questions. Ethics are related to privacy, discrimination, etc. (Sapci &
Sapci, 2020).

AI applications also raise concerns among many parties regarding the

amount of information and personal data stored in education and maintaining
the privacy and confidentiality of this information, which is available to
many people and not others(Russell & Norvig, 2021). Also, in various
regions of the world, the practical uses of AI applications in education are
not regulated. One of the things that concerns developers and users of AI
applications is the ability of these applications to self-learn, which may one
day lead to the machine being independent of humans and leaving them out
of their control. This is extremely dangerous. The weakness of human
communication, the worsening digital gap between those who have
application tools and those who do not, and excessive reliance on machine
processing are among the most significant negative effects that may result
on the learning process, not to mention the ethical issues that AI applications
may raise, such as discrimination, justice, Data control, and several things
limit teacher and learner confidence in the outputs of these applications.

METHODOLOGY

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The researchers used descriptive and survey methods to suit the study's
nature, based on collecting data and facts, classifying and tabulating them,
sufficiently and accurately analyzing them, and even interpreting these
results(Al-Mazahra, 2020).

The population was media students at (Arab Open, Petra, and Yarmouk)
universities in the Hashemite Kingdom of Jordan. The sample consisted of
(338) media students, who were selected using a simple random sampling
method from the population represented by three universities (Arab Open,
Petra, and Yarmouk) in the Hashemite Kingdom of Jordan. Table (1) shows
the description and distribution of the sample according to demographic
variables.

Table 1: Sample’s demographics, N= 338

Main
Sub- Category Count Ratio
Category

male 118 34.9

Gender
female 220 65.1

29-25 240 71.0

34-30 48 14.2

Age 39-35 26 7.7

44-40 12 3.6

45 more 12 3.6

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Tv & radio 98 29.0

Communication 144 42.6

Department
Digital media 46 13.6

Public relations 50 14.8

Arab open university 106 31.4

University University of Petra 122 36.1

Al Yarmouk University 110 32.5

Source: Spss results

The questionnaire was adopted as a tool for collecting data. A five-point

Likert scale was adopted [strongly agree (5), agree (4), neutral (3), disagree
(2), strongly disagree (1)]. The following classification was adopted to judge:
the mean (from 1.33 to 2.33 low), (from 2.34 to 3.66 medium), and (from
3.67 to 5 high). It included the characteristics of the study sample (gender,
age, department, university) and aspects of media students’ attitudes toward
employing AI applications in learning. The questionnaire included 33 items
distributed over four axes: media students’ attitudes in using AI applications
in learning, areas of using artificial intelligence applications, negatives of
using AI applications, and challenges facing media students in using AI
applications in learning.

The tool was reviewed by five faculty members with experience in media,
journalism, and computers to ensure the correct wording, meaning of the
scale items, clarity, and suitability to the fields. Then, their modifications

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were considered, and the arbitrators unanimously agreed on the validity of

the content of the scale and its validity for what was developed. To determine
the stability of the tool and the consistency of each item of the scale with the
dimension to which the item belongs, the calculation of correlation
coefficients was used between each item in the scale by using (Cronbach’s
alpha) coefficient. Table (2) shows that the Cronbach alpha coefficients
ranged between (0.81-0.85), and the Cronbach alpha coefficient for the scale
was (0.85).

Table2: Cronbach's Alpha

Items Cronbach's
Topic Items
No. Alpha
Trend 1-9 9 .828
Field 10-19 10 .855
Disadvantages 20-27 6 .850
Challenge 28-33 8 .819
Total 33 .852

Source: Spss results

RESULTS

a. The trends related to using artificial intelligence in learning

To identify the trends of media students towards using AI in learning, the

means and standard deviations of the sample’s responses were extracted, as
in the following table:

Table (3): The students’ attitudes toward using AI in learning

# Item mean S.D. rank level

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The use of AI helps improve the

4 efficiency and speed of editing 4.2485 .75420 1 high
processes

Using AI applications enables remote

8 4.2012 .78361 2 high
working and collaboration

The use of AI helps improve the

5 4.1775 .73466 3 high
quality of content

3 AI enhances the learning experience 4.1716 .80187 4 high

The use of AI technologies increases

1 the level of social interaction between 4.0592 .79210 5 high
students

AI applications are easy to use and

2 4.0000 .91937 6 high
implement

The use of AI affects the level of

6 3.6435 .85941 7 middle
academic achievement

I have concerns about using AI in

9 3.5521 .93000 8 middle
learning

The use of AI contributes to detecting

7 3.4562 1.13839 9 middle
media misinformation

General mean 4.0178 .47627 high

Source: Spss results

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Table (3) shows that the means of (the responses of the study sample
members regarding the attitudes of media students towards using AI in
learning) ranged between (3.45 and 4.24) within the high level. Item (4)
states, “The use of AI helps improve the efficiency and speed of editing
processes,” ranked first, with a mean (4.24) and a standard deviation (.754)
within the high level. It was followed in second place by item (8), which
states: “AI applications can be used for remote work and cooperation,” with
a mean (4.20) and standard deviation (0.783), and also within the high level.
This was followed at a high level by other trend indicators regarding the use
of AI, for example, improving the quality of content, enhancing the learning
experience, increasing the level of social interaction between students, and
ease of use and application. In last place, and to a moderate degree, was Item
(6), which states, “The use of AI affects the level of academic achievement,”
with a mean of (3.64) and a standard deviation of (0.859), followed by Item
(9), which states, “I have concerns about the use of AI in learning” with a
mean (3.55) and a standard deviation (0.930), and in last place came item
(7), which states “The use of AI contributes to detecting media
misinformation” with a mean (3.45) and a standard deviation (1.138) also
within the middle level.

The fields of using artificial intelligence in learning

To identify the fields using AI in learning, the means and standard

deviations of the sample’s responses were extracted, as in the following
table:

Table (4): Fields of using AI in learning.

# item mean S.D. rank level
10 Editing and media writing 4.2130 .71685 1 high

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Producing and creating new forms of media

12 4.1420 .78903 2 high
materials
18 Investigate and uncover sources 4.0710 .85617 3 high
19 Search for related materials 4.0473 .85084 4 high
14 Edit audio-visual content 4.0296 .88254 5 high
15 Written and written exercises 4.0000 .85912 6 high
11 Preparing research and studies 3.9704 .95385 7 high
13 Content analysis 3.9527 .92460 8 high
Improving understanding of academic
16 3.5467 .90804 9 middle
subjects in the media major
17 Develop personal skills 2.2349 .90726 10 low
General mean 4.0308 .62259 high
Source: Spss results

Table (4) shows that the means of (the responses of the study sample
members regarding areas of media students’ employment of AI in learning)
ranged between (2.23 and 4.21) within the high level. Item (10), “editing and
media writing,” ranked first, with a mean of (4.21) and a standard deviation
of (.716) within the high level. It was followed in second place by Item (12),
“producing and innovating new forms of media materials,” with a mean
(4.14) and standard deviation (0.789) within the high level as well. This was
followed at a high level by other fields of using AI, such as investigating and
discovering sources, searching for relevant materials, modifying audio-
visual content, writing and editing exercises, preparing research and studies,
and analyzing content. In the last rank, Item (16), which states “Improving
understanding of academic subjects in the media specialization,” came with
a mean of (3.54) and a standard deviation of (0.908). In last place rank, Item

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(17), “Developing personal skills,” came with a mean (2.23) and standard
deviation (0.907) within the low level.

Disadvantages of using AI in learning

To identify the disadvantages of using AI in learning, the means and

standard deviations of the sample’s responses were extracted, as in the
following table:

Table (5): The disadvantages of using AI in learning

# Item mean S.D. rank level

Weak ability of students to develop
21 critical thinking skills due to excessive 4.3077 .80178 1 high
reliance on AI applications
Poor direct human interaction of the
23 4.0828 .90908 2 high
student with teachers or classmates
24 Weak analysis skills among student users 4.0592 .88442 3 high
Violating the confidentiality and privacy
25 of personal information and data when 4.0178 .96654 4 high
using AI applications
The results resulting from the use of AI
20 applications are inaccurate in the validity 3.2822 .87609 5 middle
of the information you obtain
The inability of AI applications to meet
22 2.1172 .90251 6 low
student's needs in a specialized manner
General mean 3.6611 .62695 middle
Source: Spss results

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Table (5) shows that the means of (the responses of the study sample
members about “the disadvantages of using AI in learning”) ranged between
(2.11 and 4.30) within the middle level. Item (21), which states the
disadvantage “Students’ weak ability to develop critical thinking skills due
to excessive reliance on AI applications,” ranked first, with a mean (4.30)
and standard deviation (0.801) within the high level, followed in second
place by item (23), which states the disadvantage; “Weak human
interaction.” The student's direct interaction with teachers or colleagues",
with a mean (4.08) and standard deviation (0.909) within the high level as
well. This was followed, within the high level, by other disadvantages of
using AI, for example, weak analysis skills among student users and
breaches of the confidentiality and privacy of personal information and data.
In the last rank and with a middle degree, item (20), “The results from the
use of AI applications are not accurate in the validity of the information you
obtain,” with a mean (3.28) and a standard deviation (0.876), and in the rank.
Finally, item (22), “the inability of AI to meet students’ needs in a
specialized manner,” came with a mean of (2.11) and a standard deviation of
(0.902) at the low level.

b. Challenges of using AI in learning

To identify the Challenges of using AI in learning, the means and

standard deviations of the study sample’s responses were extracted, as in the
following table:

Table (6): Challenges of using AI in learning

# Item mean S.D. rank level
Lack of awareness of the importance of
33 4.2781 .65433 1 high
using AI applications in education

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The lack of a clear strategy in Jordanian

32 4.2130 .75723 2 high
universities for applying AI to learning
Weak digital infrastructure in media
31 4.1893 .73977 3 high
faculties in Jordanian universities
The student’s lack of technical skills in
27 using AI applications and how to make 4.0769 .79433 4 high
the most of them
28 The cost of some AI applications 4.0592 .86399 5 high
Difficulty in verifying the validity of
26 4.0414 .88879 6 high
information generated by AI applications
Resistance to change by some faculty
30 members in developing educational 4.0178 .81994 7 high
strategies
29 Lack of readiness to use AI applications 3.8817 .89852 8 high
General mean 4.0947 .53322 high
Source: Spss results

Table (6) shows that the total mean of (the responses of study sample
members about the challenges of employing media students for AI) ranged
between (3.88 and 4.27) within the high level. Item (33), which stipulates the
challenge of “lack of awareness of the importance of using AI in education,”
ranked first, with a mean (4.27) and standard deviation (.654) within the high
level. It was followed in second place by item (32), which states the
challenge of “the lack of a clear strategy in Jordanian universities for
applying AI in learning,” with a mean (4.21) and standard deviation (0.757),
also within the high level. Other challenges followed this to using AI in
learning at a high level, for example, the weakness of the digital
infrastructure in media colleges in Jordanian universities, the student’s lack

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of technical skills in using AI and how to make the most of them, the cost of
some AI applications, and the difficulty of verifying the validity of
Information generated by AI applications. In the last ranks, and at the same
high level, item (30), which stipulates the challenge of “resistance to change
by some faculty members in developing educational strategies,” was
mentioned with a mean (4.01) and standard deviation (0.819), and in last
place came item (29) “lack of readiness to use AI applications” with a mean
(3.88) and standard deviation (0.898) within the high level as well.

Most AI applications used in learning

Th e mo st a i a p p l i cati o n s u se d i n l e a rn i n g
47.93%

15.38%

13.02%
8.88%

7.69%

7.10%

Chat GPT Grammarly Copilot Google teams Others

assistant

Figure 1: Shows the most important applications of AI used by media

students in university studies

Source: SPSS results

The figure above shows that many media students (47.93%) use or have
used the AI application (ChatGPT) in varying proportions compared to other
applications.

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DISCUSSION

a. Trends in AI Uses

The results revealed that the most common attitudes and trends of media
students towards using AI in learning are that AI helps improve the
efficiency and speed of editing processes and that its applications can be used
remotely and for collaboration, in addition to its uses in improving the
quality of content, enhancing the learning experience, and increasing the
level of communication, social interaction between students, ease of use and
application. This result, shown by the sample, agreed with what was shown
by the study by Kelly et al. (2023), which showed that many students have
knowledge and experience with AI tools. However, they do not have much
confidence in them, and this confidence increases with experience, and then
they accept and interact with them. These trends are consistent with the
assumptions of the unified theory of acceptance and use of technology,
which was proposed to identify the degree of acceptance of people’s use of
technological applications and the intention to use them. The sample trends
also showed that use is linked to two conditions, namely usefulness and ease
of use(Hwang et al., 2016). On the other hand, the use of AI affects, to some
extent, the level of academic achievement, with there being fears about using
AI in learning. In this regard, Sapci & Sapci (2020) showed that the use of
AI in education raises essential concerns related to teaching methods and the
impact on the roles of teachers. Although generative artificial intelligence
(AI) tools such as ChatGPT can enhance student learning, there are
significant concerns about academic integrity in higher education (Sullivan
et al., 2023) and ethical questions related to privacy, discrimination, and
others .

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Fields of AI Uses

The results showed that most fields of employing artificial intelligence

applications and websites in media learning were media editing and writing,
producing and inventing new media materials, investigating and discovering
sources, searching for related materials, modifying audio-visual content, and
writing exercises. Editorial, preparing research and studies, and analyzing
content. This result comes in the context of what was indicated by Fahimirad
and Kotamjani (2018), who emphasized that AI enhances the learning
experience and data analysis. It also allows for the provision of customized
educational resources. In addition, it has a role in digitizing learning
resources from academic curricula to the courses offered (Meikleham &
Hugo, 2020). Artificial intelligence applications contribute to a lesser extent
to improving understanding of media subjects and developing personal
skills. This is confirmed by studies such as Almaliki (2023), who showed
that AI applications enhance students’ skills and train them in specialized
skills . AI has brought about fundamental changes in the content of teaching
methods, management methods, education theory, teaching methods, and
learning methods in higher education, diversifying the roles of teachers,
diversifying teaching evaluation, and opening up the education
environment(Zhang, 2023).

b. Disadvantages of AI Uses

The results showed that one of the most prominent disadvantages of

media students employing AI in learning is the weakening of students’
ability to develop critical thinking skills due to excessive reliance on AI
applications. “It also weakens the student’s direct human interaction with

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teachers or colleagues,” weakening analytical skills. Among student users,

the confidentiality and privacy of personal information and data are violated
when using AI applications . In this regard, AI applications raise concerns
among many parties regarding the amount of information and personal data
stored in education and the need to maintain the privacy and confidentiality
of this information, which is available to many people and not others(Russell
& Norvig, 2021). AI may contribute to detecting media misinformation, but
this happens little, as the results showed. In addition, the sample showed that
the results of using AI applications to verify information are inaccurate and
that AI applications cannot meet their specialized needs. Perhaps this is what
Hagendorff and Wezel (2020) expressed: that the data used by AI systems
does not correspond to reality. This contradicts many studies, but students
need more experience and better practice in AI. This was indicated by Kelly
et al. (2023), who emphasized that students must learn how to use generative
AI tools appropriately. Educational activities that build students’ skills in
using AI should be integrated into the curriculum. Students learning how to
use generative AI should vary based on the needs of each discipline. On the
other hand, there is concern about the psychological feelings of faculty and
students when AI dominates their lives(Hemachandran et al., 2022).

c. Challenges of AI Uses

The results revealed the most critical challenges facing media students in
employing AI, which were the lack of awareness of the importance of using
AI in education and the lack of a clear strategy in Jordanian universities for
applying AI in learning, as well as the weakness of The digital infrastructure
in media colleges in Jordanian universities, the student’s lack of technical
skills in using AI applications and how to make the most of them, the cost of
some artificial intelligence applications, and the difficulty of verifying the

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validity of information resulting from AI applications .Zhang (2023)

discussed the applications of AI in higher education, its impacts on the higher
education system, and the limitations that AI faces in this field. He stated
that higher education has reached a historical turning point where change is
needed. Next, the pedagogical implications of emerging technologies impact
how students learn and how higher education changes are examined,
including how AI can automate core activities in higher education.
According to Xia and Li (2022), the breakthrough of AI has changed
traditional teaching models and methods. Under the influence of AI
technology, university education is developing increasingly in the direction
of informatics and intelligence. O’Dea & O’Dea (2023) discussed the AI
revolution by adopting the Unified Theory of Acceptance and Usage of
Technology (UTAUT) and how the use of AI technologies and applications
can help students and employ it in improving learning. This challenge was
discussed at several hierarchical levels, namely the national, institutional,
and personal levels, and the study came up with recommendations stressing
the necessity of developing dedicated strategies for adopting artificial
intelligence at the institutional level, modernizing the current technological
infrastructure, and increasing the skills of academic teachers in the field of
AI. By adopting the Unified Theory of Acceptance and Use of Technology
(UTAUT), potential obstacles and challenges emphasize the need for
training and assistance in supporting users in adopting AI and enhancing
their technological readiness(Luan et al., 2020). On the other hand, the study
showed that some faculty members resist change in developing teaching
strategies and are not ready to use AI. This means many faculty are not keen
on new technologies, partly because the process is often time-consuming.
Moreover, technology adoption in many universities is not a requirement but

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a recommendation(Mercader & Gairín, 2020). Finally, the success of AI

applications is, to some extent, related to their acceptability in institutions
and society(Hagendorff & Wezel, 2020).

CONCLUSION

The article aimed to reveal the attitudes of media students in Jordan

regarding using artificial intelligence AI in learning. The results revealed that
their most prominent attitudes are that artificial intelligence helps improve
the efficiency and speed of editing processes and that its applications can be
used remotely and for collaboration, in addition to its uses in improving the
quality of content. It also appeared that the most critical areas for media
students to employ AI in learning were editing and media writing,
“producing and inventing new forms of media materials,” and investigating
and discovering sources. The negatives of employing AI in learning include
weakening students’ ability to develop critical thinking skills and weakening
the student’s direct human interaction with teachers or colleagues. Finally,
the results revealed the most important challenges facing media students in
employing AI, the most prominent of which were the lack of awareness of
the importance of using AI applications in education and the lack of a clear
strategy in Jordanian universities for applying AI in learning, as well as the
weakness of the digital infrastructure in Media faculties in Jordanian
universities.

RECOMMENDATIONS

The authors recommend that universities adopt a particular course in

artificial intelligence as a university requirement to enhance students'
awareness of its uses and ethics. Media colleges also specifically recommend

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enhancing students’ awareness of the benefits of artificial intelligence in

producing media materials without misleading them.

Acknowledgment: The authors would like to than Arab Open University

for support publishing this paper.

Compliance with Ethical Standards

Conflict of Interest: The authors declare that they have no conflicts of

interest.

Funding: The authors will receive support from Arab Open University,
Amman, Jordan.

Data Availability Statement: Research data are not shared.

Authors' contribution: The authors confirm contribution to the paper as

follows: Study conception and design: second author, data collection: first
author. Analysis and interpretation of results: all authors. Draft manuscript
preparation: first author. All authors reviewed the results and approved the
final version of the manuscript.

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