THE IMPACT OF USING GENERATIVE ARTIFICIAL INTELLIGENCE TOOLS ON ENHANCING SELF-DIRECTED LEARNING FOR ENGINEERING STUDENTS: TRUST AND PRIVACY CONCERNS AS MEDIATORS

Abstract

Artificial intelligence (AI) is a broad and rapidly evolving field, especially generative AI tools and their applications in the field of learning. In this study, we investigated the impact of using generative AI tools on improving the self-directed learning process of engineering students at Palestinian universities with mediation roles of trust and privacy concerns. To this end, a quantitative approach was adopted to collect data using an online questionnaire. A Five-Point Likert scale was used to design the questionnaire, which was distributed among engineering students at seven Palestinian universities. One hundred ninety (190) respondents were received from various engineering disciplines across the surveyed universities. Both SPSS and Smart PLS4 were used to analyze the collected data and examine the eleven hypotheses formulated. More specifically, the relationships between the technology acceptance model (TAM) and its relationship to improve the self-directed learning process, as well as the role of trust and privacy concerns as mediating factors were investigated. The findings showed that all hypotheses were supported, except for privacy concerns, and its impact on behavioral intention to use the tools; it’s corresponding hypothesis was not supported. They also demonstrated that trust may act as a mediator between the perceived usefulness of these tools and students' behavioral intention to use them. This means that students trust these tools, however, privacy concerns do not influence their decision or intention to use them. The findings also showed that the actual use of generative AI tools can aid and enhance the self-directed learning process for engineering students. Practically speaking, this study contributes to providing an overview of engineering students at Palestinian universities' attitudes toward accepting and using these tools and their contribution to enhance their self-directed learning. They also demonstrate their trust in these tools, regardless of related privacy concerns. Some of limitations faced the research were not knowing the total number of population of the study, as well as not including the Gaza Strip universities in this research due to the security situation, the scarcity of previous studies in Palestine, and the limited technical resources.