How to cite this paper
Salloum, S., Alfaisal, R., Al-Maroof, R., Shishakly, R., Almaiah, M & Al-Ali, R. (2024). A comparative analysis between ChatGPT & Google as learning platforms: The role of media-tors in the acceptance of learning platform.International Journal of Data and Network Science, 8(4), 2151-2162.
Refrences
Al Saidat, M. R., Salloum, S. A., & Shaalan, K. (2024). Exploring the interpretability of sequential predictions through ra-tionale model. In A. Al-Marzouqi et al. (Eds.), Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 11–22). Springer.
Alfaisal, R., Salloum, S. A., & Salloum, A. (2024). Transforming Teacher-Student Interactions in the Metaverse: The Role of ChatGPT as a Mediator and Facilitator. In A. Al-Marzouqi et al. (Eds.), Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 403–412). Springer.
Almaiah, M. A., Alfaisal, R., Salloum, S. A., Al-Otaibi, S., Shishakly, R., Lutfi, A., ... & Al-Maroof, R. S. (2022). Integrating teachers’ TPACK levels and students’ learning motivation, technology innovativeness, and optimism in an IoT acceptance model. Electronics, 11(19), 3197.
Al-Maroof, S. S. A., Al-Emran, M., Shaalan, K., & Hassanien, A. (2021). An integrated model of continuous intention to use Google Classroom. In R. S. Al-Maroof (Ed.), Recent Advances in Intelligent Systems and Smart Applications: Studies in Systems, Decision and Control (Vol. 295). Springer.
Al-Marzouqi, A., Salloum, S. A., Al-Saidat, M., Aburayya, A., & Gupta, B. (2024). Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom. Springer Nature Switzerland.
Ashraf, H., & Ashfaq, H. (2024). The role of ChatGPT in medical research: Progress and limitations. Annals of Biomedical Engineering, 52(3), 458–461.
Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI.
Bhattacharya, K., Bhattacharya, A. S., Bhattacharya, N., Yagnik, V. D., Garg, P., & Kumar, S. (2023). ChatGPT in surgical practice—a New Kid on the Block. Indian Journal of Surgery, 1–4.
Biswas, S. S. (2023). Role of ChatGPT in public health. Annals of Biomedical Engineering, 1–2.
Bray, F., & Parkin, D. M. (2009). Evaluation of data quality in the cancer registry: Principles and methods. Part I: Compara-bility, validity and timeliness. European Journal of Cancer, 45(5), 747–755.
Castillo, A. G. R., Rivera, H. V. H., Teves, R. M. V., Lopez, H. R. P., Reyes, G. Y., Rodriguez, M. A. M., ... & Arias-Gonzáles, J. L. (2023). Effect of Chat GPT on the digitized learning process of university students. Journal of Namibian Studies: History Politics Culture, 33, 1-15.
Choudhury, A., & Shamszare, H. (2023). Investigating the Impact of User Trust on the Adoption and Use of ChatGPT: Sur-vey Analysis. Journal of Medical Internet Research, 25, e47184.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarter-ly, 13(3), 319–340.
Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perceptions and behavioral im-pacts. International Journal of Man-Machine Studies, 38(3), 475–487.
Dishaw, M. T., & Strong, D. M. (1999). Extending the technology acceptance model with task–technology fit constructs. In-formation Management, 36(1), 9–21.
Dowell, N., & Kovanovic, V. (2022). Modeling educational discourse with natural language processing. Education, 64, 82.
Garg, R. K., Urs, V. L., Agarwal, A. A., Chaudhary, S. K., Paliwal, V., & Kar, S. K. (2023). Exploring the role of ChatGPT in patient care (diagnosis and treatment) and medical research: A systematic review. Health Promotion Perspectives, 13(3), 183.
Giordano, V., Spada, I., Chiarello, F., & Fantoni, G. (2024). The impact of ChatGPT on human skills: A quantitative study on Twitter data. Technological Forecasting and Social Change, 203, 123389.
Halevi, G., Moed, H., & Bar-Ilan, J. (2017). Suitability of Google Scholar as a source of scientific information and as a source of data for scientific evaluation—Review of the literature. Journal of Informetrics, 11(3), 823–834.
Iftikhar, L., Iftikhar, M. F., & Hanif, M. I. (2023). Docgpt: Impact of ChatGPT-3 on health services as a virtual doctor. EC Paediatrics, 12(1), 45–55.
Khan, R. A., Jawaid, M., Khan, A. R., & Sajjad, M. (2023). ChatGPT-Reshaping medical education and clinical management. Pakistan Journal of Medical Sciences, 39(2), 605.
Lederer, A. L., Maupin, D. J., Sena, M. P., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. Decision Support Systems, 29(3), 269–282.
McGee, R. W. (2023). Annie Chan: Three Short Stories Written with Chat GPT. Available SSRN 4359403.
Padayachee, I., Kotzé, P., & van Der Merwe, A. (2010). ISO 9126 external systems quality characteristics, sub-characteristics and domain specific criteria for evaluating e-Learning systems. South African Computer Lecturing Association, University of Pretoria, South Africa, 56.
Pai, F. Y., & Huang, K. I. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. Technological Forecasting and Social Change, 78(4), 650–660.
Qadir, J. (2022). Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education.
Salloum, S. A., & Shaalan, K. (2018). Adoption of e-book for university students. In International Conference on Advanced Intelligent Systems and Informatics (pp. 481–494).
Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., & Shaalan, K. (2019). Exploring students’ acceptance of e-learning through the development of a comprehensive technology acceptance model. IEEE Access, 7, 128445–128462.
Salloum, S. A., Almarzouqi, A., Aburayya, A., Shwedeh, F., Fatin, B., Al Ghurabli, Z., ... & Alfaisal, R. (2024a). Redefining Educational Terrain: The Integration Journey of ChatGPT. In Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 157-169). Cham: Springer Nature Switzerland.
Salloum, A., Alfaisal, R., & Salloum, S. A. (2024b). Revolutionizing Medical Education: Empowering Learning with ChatGPT. In A. Al-Marzouqi et al. (Eds.), Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 79–90). Springer.
Salloum, S. A., Hatem, M., Salloum, A., & Alfaisal, R. (2024c). Envisioning ChatGPT’s Integration as Educational Platforms: A Hybrid SEM-ML Method for Adoption Prediction. In A. Al-Marzouqi et al. (Eds.), Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 315–330). Springer.
Seth, I., Rodwell, A., Tso, R., Valles, J., Bulloch, G., & Seth, N. (2023). A Conversation with an Open Artificial Intelligence Platform on Osteoarthritis of the Hip and Treatment. Journal of Orthopaedics and Sports Medicine, 5, 112–120.
Surameery, N. M. S., & Shakor, M. Y. (2023). Use Chat GPT to solve programming bugs. International Journal of Infor-mation Technology and Computer Engineering, 3(1), 17–22.
Alfaisal, R., Salloum, S. A., & Salloum, A. (2024). Transforming Teacher-Student Interactions in the Metaverse: The Role of ChatGPT as a Mediator and Facilitator. In A. Al-Marzouqi et al. (Eds.), Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 403–412). Springer.
Almaiah, M. A., Alfaisal, R., Salloum, S. A., Al-Otaibi, S., Shishakly, R., Lutfi, A., ... & Al-Maroof, R. S. (2022). Integrating teachers’ TPACK levels and students’ learning motivation, technology innovativeness, and optimism in an IoT acceptance model. Electronics, 11(19), 3197.
Al-Maroof, S. S. A., Al-Emran, M., Shaalan, K., & Hassanien, A. (2021). An integrated model of continuous intention to use Google Classroom. In R. S. Al-Maroof (Ed.), Recent Advances in Intelligent Systems and Smart Applications: Studies in Systems, Decision and Control (Vol. 295). Springer.
Al-Marzouqi, A., Salloum, S. A., Al-Saidat, M., Aburayya, A., & Gupta, B. (2024). Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom. Springer Nature Switzerland.
Ashraf, H., & Ashfaq, H. (2024). The role of ChatGPT in medical research: Progress and limitations. Annals of Biomedical Engineering, 52(3), 458–461.
Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI.
Bhattacharya, K., Bhattacharya, A. S., Bhattacharya, N., Yagnik, V. D., Garg, P., & Kumar, S. (2023). ChatGPT in surgical practice—a New Kid on the Block. Indian Journal of Surgery, 1–4.
Biswas, S. S. (2023). Role of ChatGPT in public health. Annals of Biomedical Engineering, 1–2.
Bray, F., & Parkin, D. M. (2009). Evaluation of data quality in the cancer registry: Principles and methods. Part I: Compara-bility, validity and timeliness. European Journal of Cancer, 45(5), 747–755.
Castillo, A. G. R., Rivera, H. V. H., Teves, R. M. V., Lopez, H. R. P., Reyes, G. Y., Rodriguez, M. A. M., ... & Arias-Gonzáles, J. L. (2023). Effect of Chat GPT on the digitized learning process of university students. Journal of Namibian Studies: History Politics Culture, 33, 1-15.
Choudhury, A., & Shamszare, H. (2023). Investigating the Impact of User Trust on the Adoption and Use of ChatGPT: Sur-vey Analysis. Journal of Medical Internet Research, 25, e47184.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarter-ly, 13(3), 319–340.
Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perceptions and behavioral im-pacts. International Journal of Man-Machine Studies, 38(3), 475–487.
Dishaw, M. T., & Strong, D. M. (1999). Extending the technology acceptance model with task–technology fit constructs. In-formation Management, 36(1), 9–21.
Dowell, N., & Kovanovic, V. (2022). Modeling educational discourse with natural language processing. Education, 64, 82.
Garg, R. K., Urs, V. L., Agarwal, A. A., Chaudhary, S. K., Paliwal, V., & Kar, S. K. (2023). Exploring the role of ChatGPT in patient care (diagnosis and treatment) and medical research: A systematic review. Health Promotion Perspectives, 13(3), 183.
Giordano, V., Spada, I., Chiarello, F., & Fantoni, G. (2024). The impact of ChatGPT on human skills: A quantitative study on Twitter data. Technological Forecasting and Social Change, 203, 123389.
Halevi, G., Moed, H., & Bar-Ilan, J. (2017). Suitability of Google Scholar as a source of scientific information and as a source of data for scientific evaluation—Review of the literature. Journal of Informetrics, 11(3), 823–834.
Iftikhar, L., Iftikhar, M. F., & Hanif, M. I. (2023). Docgpt: Impact of ChatGPT-3 on health services as a virtual doctor. EC Paediatrics, 12(1), 45–55.
Khan, R. A., Jawaid, M., Khan, A. R., & Sajjad, M. (2023). ChatGPT-Reshaping medical education and clinical management. Pakistan Journal of Medical Sciences, 39(2), 605.
Lederer, A. L., Maupin, D. J., Sena, M. P., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. Decision Support Systems, 29(3), 269–282.
McGee, R. W. (2023). Annie Chan: Three Short Stories Written with Chat GPT. Available SSRN 4359403.
Padayachee, I., Kotzé, P., & van Der Merwe, A. (2010). ISO 9126 external systems quality characteristics, sub-characteristics and domain specific criteria for evaluating e-Learning systems. South African Computer Lecturing Association, University of Pretoria, South Africa, 56.
Pai, F. Y., & Huang, K. I. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. Technological Forecasting and Social Change, 78(4), 650–660.
Qadir, J. (2022). Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education.
Salloum, S. A., & Shaalan, K. (2018). Adoption of e-book for university students. In International Conference on Advanced Intelligent Systems and Informatics (pp. 481–494).
Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., & Shaalan, K. (2019). Exploring students’ acceptance of e-learning through the development of a comprehensive technology acceptance model. IEEE Access, 7, 128445–128462.
Salloum, S. A., Almarzouqi, A., Aburayya, A., Shwedeh, F., Fatin, B., Al Ghurabli, Z., ... & Alfaisal, R. (2024a). Redefining Educational Terrain: The Integration Journey of ChatGPT. In Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 157-169). Cham: Springer Nature Switzerland.
Salloum, A., Alfaisal, R., & Salloum, S. A. (2024b). Revolutionizing Medical Education: Empowering Learning with ChatGPT. In A. Al-Marzouqi et al. (Eds.), Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 79–90). Springer.
Salloum, S. A., Hatem, M., Salloum, A., & Alfaisal, R. (2024c). Envisioning ChatGPT’s Integration as Educational Platforms: A Hybrid SEM-ML Method for Adoption Prediction. In A. Al-Marzouqi et al. (Eds.), Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 315–330). Springer.
Seth, I., Rodwell, A., Tso, R., Valles, J., Bulloch, G., & Seth, N. (2023). A Conversation with an Open Artificial Intelligence Platform on Osteoarthritis of the Hip and Treatment. Journal of Orthopaedics and Sports Medicine, 5, 112–120.
Surameery, N. M. S., & Shakor, M. Y. (2023). Use Chat GPT to solve programming bugs. International Journal of Infor-mation Technology and Computer Engineering, 3(1), 17–22.