黎巴嫩大学生对人工智能的认知、态度和实践

S. Kharroubi, Iman Tannir, Rasha Abu El Hassan, Rouba Ballout
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摘要

背景:人工智能(AI)在全球各行各业的发展要求我们了解其对后代的影响。在黎巴嫩,有关人工智能对大学生行为和应用的影响的研究仍然有限。本研究旨在探讨大学生对人工智能的认识、态度和实践(KAPs),并找出影响这些方面的因素。研究方法向黎巴嫩年满 18 周岁的大学生发放了一份在线调查问卷(n = 457)。结果结果显示,绝大多数参与者(97.2%)熟悉人工智能,其中 43% 的参与者对人工智能的了解程度较高。此外,尽管据报告有 75% 的学生在大学期间使用过人工智能,但他们对人工智能在学术和专业道路上的作用和整合的态度还算令人满意(43%)。知识水平与年龄、性别、人工智能相关信息来源和知识评级等社会人口学因素之间存在明显关联(p < 0.05),而学科专业和知识评级则影响了对人工智能的态度(p < 0.05)。结论这些研究结果支持在课程中纳入人工智能教育,以提高人们对人工智能这一现代工具的接受度,促进各行各业的发展,并为教学和学习过程提供便利。
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Knowledge, Attitude, and Practices toward Artificial Intelligence among University Students in Lebanon
Background: The expansion of artificial intelligence (AI) across diverse sectors worldwide demands an understanding of its impact on future generations. The studies of its influence on university students’ behavior and application in Lebanon are still limited. The present study aimed to explore the knowledge, attitudes, and practices (KAPs) of university students regarding AI and to identify factors affecting these dimensions. Methods: An online questionnaire (n = 457) was distributed to university students who were at least 18 years of age across Lebanon. Results: The results revealed that a significant majority (97.2%) of the participants were familiar with AI, from which 43% demonstrated a high level of knowledge. Furthermore, attitude toward AI role and integration in academic and professional paths was moderately satisfactory (43%), although it was reportedly used by 75% of students throughout their university years. There was a significant association between knowledge levels and sociodemographic factors such as age, sex, source of AI-related information, and knowledge rating (p < 0.05), whereas the academic major and knowledge rating affected attitudes toward AI (p < 0.05). Conclusion: These findings support the incorporation of AI education within the curriculum to increase acceptance of AI as a modern tool enhancing various sectors and serving as a facilitator for teaching and learning processes.
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