SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
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Item Restricted The Impact of Augmented Reality-Based-Affordances Instruction on Learners’ Motivation in K-16 Classrooms: An Integrative Review(Saudi Digital Library, 2025-05-13) Aljohani, Amal Hamdan; Peter DoolittleAugmented Reality (AR) is a rapidly growing technology used in education to improve traditional learning by adding digital content to the real world. This literature review explains what AR is and how it differs from similar technologies like Virtual Reality (VR), Mixed Reality (MR), and Diminished Reality (DR). Using instructional design frameworks, it highlights AR's special features, such as interactivity, visual learning, and immediate feedback that encourage active learning and match motivational theories, especially self-determination theory. The review gathers findings from various educational fields, including primary schools, medical training, and engineering, showing that AR positively affects student learning and motivation. It also looks at how AR is used in online and distance learning, emphasizing its ability to provide realistic, hands-on experiences remotely. The review stresses the importance of rigorous research methods and reliable sources, offering a clear foundation for understanding AR’s potential in education and suggesting areas for future research and practice.20 0Item Restricted The Impact of ChatGPT Use on the Motivation and Basic Psychological Needs of Saudi EFL Students(Arizona State University, 2025) Alwadai, Abdullah; Smith, BryanThe advent of generative artificial intelligence (GenAI) represents a significant technological breakthrough, enabling models like ChatGPT to facilitate human-like interactions, personalized learning, constructive feedback, and so on. The sophistication of generative AI has attracted considerable attention from researchers who explore its potential benefits for language learners. However, since it was released a few years ago, research on ChatGPT’s effectiveness in enhancing language learning motivation for English as a foreign language (EFL) learners remains limited. To this end, this research utilized the self-determination theory (SDT) to investigate the extent to which engaging in informal interactions with ChatGPT in extramural contexts influences motivation and the basic psychological needs for autonomy, competence, and relatedness. To achieve this, a quasi-experimental design was employed with fifty EFL Saudi undergraduate students majoring in English, divided equally into an experimental and a control group. The experimental group participated in nine sessions over three weeks, engaging in informal self-directed interactions with ChatGPT on common everyday topics, while the control group responded to the same topics in writing without using AI, following the same number of sessions. The post-test results analyzed using analysis of covariance (ANCOVA) indicated a substantial increase in autonomous motivation and a decrease in controlled motivation in the experimental group after the treatment. Moreover, the results revealed a significant increase in autonomy exclusively in the experimental group. However, no statistically significant difference was observed in competence and relatedness after the intervention. Informed by these findings, a number of implications and pedagogical recommendations for language instructors, policymakers, and other stakeholders were proposed.61 0Item Restricted Cultural and Individual Factors Influencing Test Anxiety: A Concurrent Mixed Method Study of Saudi High School Students’ Perceptions of Test Anxiety in English and Math(Howard University, 2024) Albalawi, Yusra; Picho-Kiroga, KatherineThe purpose of this study was to investigate the level of test anxiety that high school male and female students experience in English and mathematics classes in Saudi high schools. The study examined test anxiety in both subjects from motivational antecedents and cultural factors that cause test anxiety among students. A mixed-methods study was designed, with quantitative data collected on structured instruments. Test anxiety was measured on the Test Anxiety Inventory (TIA) from a total of 280 high school students in grades 9 through 12 recruited from public high schools in the Kingdom of Saudi Arabia. Qualitative data were collected using focus group interviews with 20 students (10 male, 10 female) selected from a sample pool of 280 students by a systematic random sampling procedure. The quantitative data were analyzed with means, t-test (independent and dependent sample), one-way ANOVA, and hierarchical linear regression. The results indicated a moderate level of test anxiety in all students, with male students experiencing higher test anxiety than female students. Moreover, higher test anxiety was observed in English than in mathematics. Motivation and cultural factors are substantial sources of test anxiety among students, and success expectancies were negatively correlated with test anxiety in mathematics and English; however, task value was positively correlated with math test anxiety. Collective social stigma was the only predictor found to be significantly predictive of English and math test anxiety. Five themes emerged from qualitative data: high-stakes tests, subject-induced anxiety, family and social bonding, incompetence and nervousness, and future aspirations and value of the exams. The study concluded that test anxiety is common among Saudi high school students, but that gender and subject differences exist, caused by several cultural and motivational factors.67 0Item Restricted PERCEIVED LINGUISTIC AND NON-LINGUISTIC BARRIERS FACING SAUDI FEMALE PARTNERS LEARNING ENGLISH(University of Mississippi, 2024-05-29) Dulli, Samah; Coles, FeliceThe partners of the Saudi students who come to the United States on scholarships to earn a degree (Bachelor's, Master's, or Ph.D.) are eligible for full scholarships as well. However, most of them fail to proceed in earning a degree or fulfill the language proficiency requirement needed to join an academic degree program. This study surveys between 10 to 20 adult female partners of Saudi university students to elicit their opinions on how much English they think they will learn during their partner scholarship time in academic and non-academic settings. This study investigates the female partners of the Saudi degree learners and the factors that they believe could influence their level of attainment of the English language or mastering the second language while in Oxford, Mississippi, as they have full scholarships to earn degrees. Keywords: Sociolinguistics, Saudi Females, linguistics/non-linguistics factors, Motivation, EFL learners, Language barriers.29 0Item Restricted CLICKING, SCROLLING, OR SWITCHING: UNVEILING THE PREDICTORS OF MEDIA MULTITASKING IN THE UNITED STATES AND SAUDI ARABIA(The University of Alabama, 2024-03-18) Alshamrani, Talal; Panek, ElliotMedia multitasking is the simultaneous use of two media devices or applications. Given the global rise of media multitasking and its potential implications for media users, understanding the factors that drive this behavior across cultures is crucial. This study explores different factors that may predict media multitasking behaviors among users in the United States of America (USA) and the Kingdom of Saudi Arabia (KSA), using the Uses and Gratifications Theory (U&G) as a theoretical framework. Specifically, the study examined three key factors that may influence this behavior including, demographic, motivational, and cultural factors. The study utilized an online survey to gather data from two samples of media users in both countries (N = 587). The study revealed that while both the USA and KSA participants frequently multitask with long video-based content and social networking, KSA users exhibit higher levels of media multitasking frequency. Among the demographic factors, age negatively predicts media multitasking, while unemployment status is linked to increased multitasking activities in both countries. Motivational factors played a different role, with social motivations positively predicting multitasking in the USA, while connection and enjoyment motivations served as positive predictors in the KSA. In addition, time orientation (polychronic vs. monochronic) partially explains the variation in media multitasking frequency between the countries, highlighting the role of cultural factors. This study contributes to the understanding of cross- cultural differences in media multitasking, highlighting the complex interplay of demographic, motivational, and cultural factors.17 0Item Restricted LEARNING ENGLISH IN THE TECHNICAL AND VOCATIONAL TRAINING CORPORATION (TVTC) IN SAUDI ARABIA: PERSPECTIVES OF FIRST YEAR STUDENTS(Saudi Digital Library, 2023-12-12) Daqdaqi, Rashed Ahmed; Dietrich, SarahThis study examines the perspectives of 35 first year students enrolled in the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). In light of the development strategy of Saudi Arabia's Vision 2030, which places significant emphasis on the acquisition of foreign languages to facilitate economic diversification and growth, this research examined the perspectives and drives of students in relation to the learning of English. The study found that the participants mostly showed positive and hopeful attitudes when it came to learning English. This study offers significant contributions to the understanding of the intricate dynamics involved in the process of learning the English language among students from Saudi Arabia. It illuminates the various obstacles and possibilities that arise as they strive to achieve proficiency in the language. The research emphasizes the necessity of adopting an innovative methodology for teaching English in vocational and technical education institutions in Saudi Arabia. This approach should aim to tackle motivational challenges and ensure that language acquisition is in line with the changing demands of the Saudi economy and society.64 0Item Restricted ENVIRONMENTAL AND CULTURAL FACTORS CONTRIBUTE TO INTERNATIONAL GRADUATE STUDENTS’ MOTIVATION TO PURSUE A DEGREE IN AGRICULTURE IN THE U.S.(2023-07-15) Alfridi, Jasser; Stedman, NicoleThere are many studies conducted on what motivates undergraduate American students to pursue a degree in agriculture or even enroll in agricultural courses in the United States. In contrast, there is very little research on what motivates international graduate students to pursue a degree in agriculture in the United States. This resulted in a significant gap in the literature that needed to be resolved to identify the factors that motivate international graduate students to pursue a degree outside their countries. This study helped to identify these factors to raise awareness in higher education about international graduate students’ motivations. This research study used a qualitative approach. A semi-structural interview was used as the primary data collection method, along with using arts-based inquiry, photo elicitation, to capture richness of data. Data were analyzed using thematic analysis. Eleven international graduate students in the College of Agriculture and Life Science at the University of Florida participated in the study. The results included six main factors that contributed to the participants’ motivations and decision-making to study abroad in the U.S. These factors were family and community support and influence (FCSI), financial factor (FF), cultural exposure 11 and personal growth (CEPG), educational system in the U.S.A (ES), career and employment opportunities (CEO), and political factor (PF). The photo elicitation results were about the influence that participants received from people. Results from this study could inform future higher education recruiting and advising practices with international graduate students.29 0Item Restricted Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey(University of South Florida, 2023-03-24) Alolayan, sadeem A.; Cranston-Gingras, AnnAlthough special education advocates have played an essential role in obtaining rights for individuals with disabilities, there is still much unknown about their motivations, challenges, roles, and the meaning they made from their experiences. Research into Saudi parent advocates of children with disabilities and their complex daily life issues have seldom been investigated, with rare studies that focus solely on Saudi early intervention services needs and supports. This qualitative study aimed to explore the experiences of Saudi parents of children with developmental disabilities who are special education advocates in their communities. One of the goals of this study was to obtain a better understanding of how these parents view their roles in providing support to other parents and the meaning they made from their experiences. A qualitative interview approach design was adopted for data collection. Semi-structured interviews were conducted with five Saudi participants who had been in the advocacy world. Participants were interviewed about becoming advocates in the first interview, details and challenges about early intervention services in the second interview, and what advocacy means to the parents in the third interview. Findings included a nuanced understanding of advocacy in terms of motivations, obstacles to taking steps to influence others, policies, and practices. Additionally, results highlighted barriers to Saudi parent engagement in early intervention services, defining parents' role as advocates and the meanings they made through their journeys. Finally, based on the results of this study, three levels of practical implications for policy and practice were suggested. Recommendations supported by "Saudi Vision 2030" were provided first for Saudi policymakers, second for service providers, and third for parents. The study concludes with an overview of limitations and recommendations for future research.13 0