The Readiness of Jordanian University Students for E-Learning Using Artificial Intelligence Tools

Abstract

This research examined how prepared Jordanian university students are for e-learning with artificial intelligence (AI) tools, concentrating on the impacts of digital literacy, previous experience, attitudes, and infrastructure. A quantitative survey methodology was utilized, with a student population of 400 individuals across various academic disciplines. All measurement scales demonstrated a high degree of internal consistency (α = .84–.90) as determined using a reliability analysis. High readiness levels were revealed through descriptive results, with attitudes being the most dominant and infrastructure being the most challenging. All variables retained positive correlation, and multiple regression analysis revealed that the leading indicators of readiness were attitudes and digital literacy, followed by previous experience and infrastructure. Gender was not a significant readiness variable, but ANOVA results showed variation depending on students’ academic disciplines. Results indicate that the primary factors influencing readiness for AI-enabled e-learning are non-technical and psychological, as opposed to demographic factors. Suggested actions include the provision of digital literacy training, infrastructure development, and discipline-oriented AI educational resources to ensure equitable integration of AI in higher education, and more proactive measures to build a positive attitude towards AI.