International Journal of Religion

2024
Volume: 5| Number 2 | pp. 346 – 353
ISSN: 2633-352X (Print) | ISSN: 2633-3538 (Online)
ijor.co.uk
DOI: https://doi.org/10.61707/rhq6p325

The Impact of Artificial Intelligence on Students in the First Three Grades in

Basic Schools in the City of Amman-Jordan from The Perspective of Their
Teachers
Al-Qawabah R. H.1
Abstract
Nowadays Artificial Intelligence (AI) affects most of our lives; it is positive in some ways, but there are limitations in others. Teachers' perceptions
of AI are still poorly studied, despite ongoing debate and growing research in the field. One of its main effects is on students in the first grades;
however, this study aimed to investigate the effect of AI on the first three grades of students in basic schools in the governorate of the capital
Amman Jordan, from the perspective of its teachers as a case study. The study was performed using a scientific questionnaire, and 125 participants
completed this survey. The findings of an analysis of teachers' beliefs regarding using AI technologies to teach the first three grades in elementary
schools in Jordan's capital, Amman Governorate, are presented in detail. As a result of the significance of these axes in educational curricula
and strategies, as well as related sustainability, the focus was on five axes in the questionnaire questions: the validity of information derived from
artificial intelligence, supporting students' technical knowledge and conceptual knowledge, focusing on development practices for students' skills,
and finally achieving educational outcomes. The findings show that in-service teachers need to be trained to use current AI-based tools more
effectively. To integrate AI into regular education, teachers must participate in the process of co-designing materials while taking into account
contextual circumstances and, most importantly, curricula. Teachers' input during the development can help put AI in perspective, resulting in
tangible effects and significant educational advances.

Keywords: Artificial Intelligence, Teachers, Student Attributes

INTRODUCTION
People with disabilities are frequently caught in a terrible cycle of social exclusion, employment, and
involvement in mainstream development projects in many developing nations in Asia and the Pacific, [1].
According to Parker, the United States, Singapore, and India are the top nations that have consistently launched
new education reform strategies for the future and developed pertinent policies and regulations to create a
roadmap for the development of smart education in their nations, (Parker, 2018). Lu said that a number of tech
firms, including Amazon, Facebook, Microsoft, and Google, had adopted AI. Few people are aware that this
AI has also made its way into the teaching and educational fields. Along with school improvement, technology
came next, (Lu, 2018). In the Industrial Revolution Era 4.0, educators need to possess a number of abilities,
according to Lase. Critical thinking and problem-solving abilities come first. Understanding a problem,
gathering as much information as possible to be elaborated on, and bringing many viewpoints to the table to
address the problem are all examples of these abilities. The ability to create learning and transfer these
competencies to students is expected of teachers, (Lase, 2018). Du Boulay provided a deeper grasp of how
artificial intelligence works effectively as a crucial learning partner, (Du Boulay,2016). This AI system seems to
place less value on social duties and cognitive prowess. Chung demonstrates how AI may assist in identifying
students' emotions in the classroom so that instructors can modify their instruction accordingly, (Chung, 2021).
Sharma said that AI in education has taken the shape of adaptive learning systems, intelligent tutoring systems,
and other systems that enhance the effectiveness of operational procedures, instructions, and learning. Baridam
and Nwibere artificial intelligence assist in divide the grading of homework and tests for lecture courses between
themselves, the process may be laborious and time consuming at the college level, (Awa, 2015). Britgo asserts
that there are numerous ways to describe AI, but the four main definitions are: thinking like a human, thinking
like a reasonable person, acting like a human, and acting like a rational person, (Britgo, 2019). According to
Tuomi, one of the main functions of the modern educational system is to develop the competencies necessary

1 Ministry of Education, Jordan- Amman Suhib Ibn Senan School, E-mail: [email protected]
 Qawabah

for people to engage in the economic sector of life. According to this interpretation, educational policies are
framed in the context of economic growth and are a major contributor to economic productivity and
competitiveness. Therefore, it is crucial to consider how labor and employment may change as a result of AI in
the context of educational policies, (Tuomi, 2018). The AIEd group is actively examining how AI systems may
affect online learning. For instance, Roll and Wylie advocate for greater use of AI systems in applications for
education outside of the classroom and in student-teacher communication, (Roll, 2016). Guilherme predicted
that AI systems would have “a deep impact in the classroom, changing the relationship between teacher and
student”, (Guilherme, 2019). Felix stated that additional research is necessary to comprehend how and why
different types of AI systems effect interactions between instructors and students in online learning, (Felix,
2020). Tahiru in (Tahiru, 2021) examined the implementation of AI in education from 2010 to 2019 in terms
of the difficulties, possibilities, and advantages. However, he did not take the education industry into account
when producing his work. Therefore, no in-depth analysis of how AI is used in various areas of education was
offered. However, despite providing a scholarly review on AI applications in education, (Zawacki-Richter, 2015)
emphasized higher education rather than K–12. As a last point, there have been further systematic reviews that
have just looked at certain subject areas, such as health (Sapci, 2020) and mathematics (Hwang, 2021). Similar
to this, several studies constrained the scope of their research by concentrating on a single aspect of education,
like student assessment (González-Calatayud, 2021). After all, there haven't been any studies of a similar nature
that focus on the adoption of AI in K–12 educations, looking into the applications and classifying the many
uses of AI in this field of education. Numerous AI-powered Intelligent Tutoring Systems (ITS) have been made
available to students as of late. Additionally, these systems adapt the educational material to the student's level
of aptitude, (Mikropoulos, 2011), making learning more fun for them, (Liang, 2020).
OBJECTIVES OF THE STUDY
AI has received a lot of attention in Jordan and has recently been a major consideration in several important
national plans. AI must be used in the educational process, according to the nation's Ministry of Education.
This means that to apply and incorporate AI applications into their pedagogical practices, teachers must have
the relevant abilities. The COVID-19 pandemic has also demonstrated that teaching some subjects, such as
science and mathematics, requires a type of practice that enables appropriate investment of AI resources and
applications, such as through dry laboratories and interactive platforms, (Al Darayseh, 2020). As a result, it is
important to research and comprehend the issues related to the use of AI applications in the classroom. This
study focuses on the impact of AI on the learning first three grades students in basic schools in the governorate
of capital Amman of Jordan from the perspective of its teachers.
RESEARCH METHOD
A questioner is designed that cover all issues needed to investigate the effect of AI on the first three grades
students in basic schools in the governorate of capital Amman of Jordan from the perspective of its teachers,
then it filled from a 115 teachers 88% is female where the rest is male as shown in Figure1 (a). In addition,
Figure1 (b) shows the relevant experience of teachers participating in the study through interaction with the
questionnaire, and Figure1 (c) shows their percentages of specializations.

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The Impact of Artificial Intelligence on Students in the First Three Grades in Basic Schools in the City of Amman-Jordan from The Perspective
of Their Teachers

8%
8%
12%
42%
21%

88%

21%

Less than 2 years 2-5 years

Female Male 5-10 years 10-15 years
16 or more years

(a) (b)

Language Education

20% Special Needs Education

25%
3% Science Education

9% 16% Technology Education

8%
8% 11% Mathematics Education

Gifted and Talented Education

(c)

Figure 1 Study sample of teachers and their specialties and relevant results and discussions
Numerous tools and platforms for educational technology have integrated AI. The AI tools that the teachers
surveyed for the study utilized and the proportions of use are displayed in Figure 2. The teachers used these
tools in various courses that they believed were suitable for teaching students in the first three grades.

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PERPLEXITY 4%
SPEECHIFY TEXT-TO-SPEECH 4%
SPEECH-TO-TEXT 10.7%
IMAGE/VIDEO GENERATOR 22.7%
POWER PI 17.3%
BING AI 0%
COPILOT EDUCATION 4%
MICROSOFT AI TOOLS 20%
QUILLBOT 4%
GRAMMARLY 12%
CHATBOT 6.7%
GOOGLE AI TOOLS 36%
POWERPOINT SPEAKER COACH 21.3%
TURNITIN 2.7%
SLIDESAI.IO 10.7%
BEAUTIFUL AI 4%
GRADESCOPE 4%
SENDSTEPS.AI 8%
CANVA 10.7%
MAGIC WRITE 14.7%
YIPPITY 4%
CHATGPT 16%
0% 5% 10% 15% 20% 25% 30% 35% 40%

Figure 2 AI tools used during the teaching experience

If we focus on important criteria, some of which we chose as follows: acceptance and positivity, reliability of
information, inclination to use AI methods instead of traditional methods in education, and finally, readiness
to use AI tools, which are considered modern and constantly updated, we can better answer the questions of
the study, which focused on the extent to which teachers of the first three grades accept the use of AI
applications and tools in teaching. As demonstrated in TABLE 1, the findings indicated that teachers generally
support the use of AI tools and applications in the classroom, but at a moderate level that deserves further
research to determine the reasons for this, in addition to providing recommendations to improve teachers’
experiences in the future.
Table 1 DEPENDABILITY and RELIABILITY in AI TOOLS
Factor Arithmetic Mean Arithmetic standard Deviation
Positive Attitudes Towards AI-based Tools 61.1% 0.179
Trust Towards Information Provided by AI-based Tools 60.4% 0.194
Confident Towards AI-based Tools 56.3% 0.178
Orientation Towards AI-based Tools 56.6% 0.166
Ability to use and simplicity of use AI-based Tools 32.7% 0.095

AI is the term used to describe intelligent machines that can perform tasks normally done by humans. In
actuality, we view AI as a part of the overall informatics era, where ever-increasing digital transformation is
altering how we interact with the outside world. Abilities have become crucial for students as a result of the
recent acceleration in digital transformation and the emphasis on continuous learning in the majority of
professional disciplines. With this development, students' abilities and knowledge must reflect the new reality.
The development of students' talents is greatly influenced by AI, sometimes in beneficial ways and sometimes
in harmful ways. It is important to note that this effect needs to be researched in order to establish the best
teaching strategies depending on the contexts, learning histories, and skills that students need to acquire during
their educational experience. AI has an impact on how students learn, the learning gaps that exist, the most
effective teaching strategies, and how to keep students' attention. In these situations, teachers take on the role

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The Impact of Artificial Intelligence on Students in the First Three Grades in Basic Schools in the City of Amman-Jordan from The Perspective
of Their Teachers
of an "informed human," with AI's main purpose being to help teachers make better judgments by giving them
predictions about student performance or, with teachers' permission, offering pertinent content to students.
Teachers in this situation are the ones who make the final decisions; thus, for the purpose of this study, we
assigned questions to gauge how AI techniques and tools affect different student skills, including curiosity (Sun,
2022), initiative and originality (Yang, 2020), agility and adaptability (Dubey, 2022), communications skills
(Ryan, 2019) [25], information preservation (Popenici, 2017), and analytical skills (Huang, 2021). The findings
are detailed in TABLE 2.
Table 2 THE IMPACT of AI TOOLS on STUDENTS’ SKILLS

Strongly
Student Skills Disagree Neutral Agree Strongly Agree
Disagree
AI helps to preserve and remember the information that
14.70% 12.00% 36.00% 29.30% 8.00%
they learn

AI positively affects students' oral communication skills 16.00% 10.70% 42.70% 20.00% 10.70%

AI positively affects students' writing skills 13.30% 25.30% 30.70% 24.00% 6.70%

AI positively affects students' curiosity and imagination 13.30% 8.00% 37.30% 26.70% 14.70%

AI positively affects students' agility and adaptability skills 14.70% 20.00% 34.70% 20.00% 10.70%

AI positively affects students' initiative

14.70% 6.70% 45.30% 22.70% 10.70%
and innovation skills
AI positively affects students' analytical skills (accessing and
10.70% 16.00% 36.00% 33.30% 4.00%
analyzing information)
AI positively affects students' critical thinking and problem
12.00% 16.00% 36.00% 26.70% 9.30%
solving skills

AI positively affects students' research skills 10.70% 12.00% 36.00% 32.00% 9.30%

AI positively affects students' learning using emerging

12.00% 5.30% 34.70% 37.30% 10.70%
technology

Figure 3 focuses on how AI technologies can improve learning outcomes while upholding academic integrity
and the effort to develop new assessment strategies that put more emphasis on students' understanding, critical
thinking, and analysis skills than just their capacity for information gathering. In essence, we need to concentrate
on these areas, and based on the findings in Fig. 3, we can offer a suggestion that asks for the creation of an
extensive master plan with policymakers as its main audience and that covers several facets of education.
Contrarily, the primary area for rethinking assessments and exams is more narrow and user-focused, serving
different stakeholders in educational institutions, such as students and teachers, as well as addressing the
challenges and opportunities associated with integrating AI in teaching and learning in creative ways that inspire
students' abilities and help them succeed. On the other hand, teachers must rethink conventional evaluation
methods and select new ones that are compatible with the AI revolution; that’s how learning outcomes are not
only achieved but excelled at.

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8.0% 12.0% 6.7%

14.7%

13.3% 26.7%
30.7% 13.3%

36.0%
38.7%

Strongly Disagree Disagree Neutral

Strongly Disagree Disagree Neutral
Agree Strongly Agree
Agree Strongly Agree

(a) AI tools' contribution to achieve learning outcomes (b) AI tools' contribution to various student assessment
techniques

6.7% 13.3%

25.3% 13.3%

41.3%

Strongly Disagree Disagree Neutral

Agree Strongly Agree

(c) AI tools' contribution to evaluate students efficiently and accurately

Figure 3 AI tools contribution in evaluating students and achieving learning outcomes

CONCLUSIONS
The findings revealed a very good view toward AI education and, thus, high motivation to maybe participate
in it, which corresponds to a positive will factor. However, teachers and students appear to have just
rudimentary digital abilities and little experience with AI. The fact that the respondents did not mention any
major problems with the availability of resources indicates that more research in this area is required. Therefore,
focusing on skills would be crucial for providing teachers with improved support.
The findings of this study showed that first through third grade teachers have a high level of approval for
deploying AI apps in their classrooms. Additionally, teachers' behavioral intentions toward AI apps are most
influenced by the variables of self-efficacy, predicted advantages, convenience of use, and attitudes toward AI
applications. One explanation for this could be that teachers have gained some foundational knowledge of
information skills. As a result, when considering how to employ technology in the classroom, teachers directly
assess its educational value before deciding whether to accept it or not. On the other hand, teachers' attitudes
toward utilizing AI to help instruction are influenced by how easily they accept AI applications. Further
influencing teachers' perceptions of AI's utility and behavior when used to help teach is how simple it is for
them to utilize. In other words, making it easier for scientific teachers to incorporate AI applications into their

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The Impact of Artificial Intelligence on Students in the First Three Grades in Basic Schools in the City of Amman-Jordan from The Perspective
of Their Teachers
lessons can also help them see the value of AI-assisted learning and encourage adoption. The findings showed
that teachers and policymakers should think about establishing guidelines for the use of AI tools in the
classroom to prevent them from impairing students' writing or linguistic abilities or limiting their capacity for
creative thought when planning training activities on adopting this technology to support student teaching.
Instead, they should benefit from it since it encourages students to think creatively, which helps them find
simple solutions to difficulties. Finally, artificial intelligence-based learning methods must be used under strict
control to ensure that they both produce the best learning results and do not interfere with methods for
evaluation and assessment.
AI might be able to teach students information, but it cannot help students build their personalities. The
educator's role is to motivate and inspire students to do well in school. As a result, because AI does not possess
sentiments and emotions like humans generally do, it cannot replace the role of the teacher in fostering
motivation, inspiration, and personality development. We must ultimately be able to adapt as technology
develops if we are to understand technological breakthroughs. If we don't change, a teacher (teacher/lecturer)
using technology might take our place.
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