DR. HATEM ALQUDAH,ESRAA MONQEZ MHAMMAD ALـDABOUKI,QATADA TALEB MOHAMMAD ALZGHOUL,KHADEEJEH ABDEL HAFEZ NWEIRAN MHAIRAT,SAID SALIM MAHAD KASHOOB,DR. ADNAN AHMAD MAHMOUD AL-AJLOUNI
DOI: https://doi.org/This research examined teachers’ perceptions of the role of AI avatars in simulating social-emotional learning. It specifically addressed teacher’s perceptions of the role of AI in stimulating self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. A mixed-method research design was utilized; a questionnaire with close-ended and open-ended questions was designed to collect the quantitative and the qualitative data. It was distributed randomly to 40 teaching staff (Assistant Professors, Associate Professors and Professors) from Yarmouk University, Hashemite University, and Amman Private University. The sample, which was selected from the departments of education and sociology, was randomly selected. The SPSS was utilized to statistically analyze the quantitative data. Furthermore, the thematic analysis was applied to analyze the qualitative data.
The findings reflect highly positive and optimistic attitude towards AI in education among the respondents who show very strong belief in the potential of AI Avatars to support SEL. They strongly believe in the potential of AI and AI avatars to positively impact education and SEL specifically. However, they expressed concerns related to a lack of training, resources, and teacher confidence. Furthermore, issues like data privacy, reduction of human interaction, and cultural representation are major concerns for the vast majority.
