Exploring Faculty and Student Perceptions and Use of Smart Learning Systems in Computing Education

Majed Gharmallah Alzahrani

doi:10.58230/edutech.v4i2.142

Authors

Majed Gharmallah Alzahrani Department of Curriculum and Instruction, College of Education, University of Jeddah https://orcid.org/0000-0001-6138-3728

DOI:

https://doi.org/10.58230/edutech.v4i2.142

Keywords:

Smart Learning Systems, Computing Education, Faculty Development, Student Engagement, Higher Education

Abstract

Smart learning systems are increasingly used in higher education to facilitate student learning. However, there is little empirical evidence on how they are utilized by faculty members and students in computing courses at Saudi universities. This cross-sectional quantitative study examined perceptions of smart learning systems among 50 faculty members and 200 students using structured surveys. Faculty members at public universities reported significantly higher usage frequency but significantly lower perceived teaching effectiveness and training adequacy than those at private universities. Usage frequency correlated negatively with teaching effectiveness and training adequacy, whereas teaching effectiveness correlated strongly and positively with training adequacy. Students at private universities reported significantly higher usability, engagement, and feedback quality than students at public universities. Correlations among student constructs were positive but mostly weak. Overall, faculty and student perceptions were neutral. The findings suggest that, where use is institutionally required, frequent use does not necessarily reflect genuine acceptance, and that facilitating conditions, especially training, are strongly related to perceived usefulness. Ease of use appears necessary but not a sufficient condition for engagement, whereas feedback quality is more closely associated with it. Further research is needed to understand how smart learning systems can be meaningfully integrated.

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References

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