Designing An Adaptive Environment Based On Artificial Intelligence Applications To Develop The Gifted Stud ents’ Digital Skills: A Proposed Perception In Light Of Reality And Needs
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Abstract
The study aimed to design a proposed perception for an adaptive environment based on artificial intelligence to develop digital skills in gifted students through using such skills at the intermediate level in the Ihsa governorate. It also aims to identify the most important necessities teachers need to develop these skills in the gifted.
To achieve the objectives of the study, the researchers adopted the mixed approach (the concurrent design), where the quantitative (the survey descriptive) and the qualitative (A multi-case study) were applied. The qualitative sample comprised (4) teachers, two males and two females, who teach digital skills to the gifted at the intermediate level and scale up the level of learners.
(Velarde, 2019) indicated that the revolution had created a new age of education in which the term “Artificial Intelligence” and its applications were the foremost components of the age. (Chen, 2020) confirmed that artificial intelligence was a fertile field that included inventions that mimic the human mind. Cognitive capabilities, learning, adaptation capability, and decision-making characterize it. Using artificial education in the educational field is important for modern cognitive development, particularly developing the basic skills for building a cognitive community. The countries that rely on cognitive economy vie for using it to achieve a positive impact in all fields of human life in the long run.
The study results unveiled that the necessaries (Technical, material, developmental, enrichment, guidance, and moral) were needed for digital technology teachers to develop digital skills in the gifted. Afterward, the researchers put down their proposed perception, which included: the idea, philosophy, significance, objectives, and steps of application and evaluation. They concluded the study with a set of recommendations.