Unboxing Practical Strategies in University Curriculum in The Light of Artificial Intelligence: An Insight into The Effects on Intellectual Awareness, Emotional Intelligence, Motivation, And Creativity

Abstract

The goal of this inquiry was to scrutinize how Iranian university students’ motivation, creativity, emotional intelligence (EI), and intellectual awareness (IA) were affected by artificial intelligence (AI). Sixty Iranian university students in Ahvaz, Iran, were chosen based on a convenience sampling method to reach this objective, and they were separated into two groups: the experimental group (EG) and the control group (CG). Both groups were administered four relevant questionnaires to gauge their proficiency in each dependent variable. Next, utilizing AI-ChatGPT, some modified materials (ten reading texts) were trained to the EG. The CG received traditional instruction using the same materials. Four questionnaires were given to each group as research posttests following the ten-week course of treatment. The results of ANCOVA and independent samples t-tests revealed meaningful differences; the EG did better than the CG on all dependent variables. Based on the gained results, the EG outperformed the CG on the posttests of motivation, creativity, EI, and IA. The research’s implications can encourage EFL teachers and learners to acquaint themselves with different AI applications and apply them in their teaching and learning.

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