Artificial Intelligence Applications and their Impact on Developing Creative Linguistic Self-Enhancement among Outstanding High School Students.

Abstract

This study aims to develop creative linguistic self among gifted high school students and examine the impact of artificial intelligence applications in enhancing its dimensions. To achieve this goal, a list of dimensions for creative linguistic self was prepared, consisting of (27) dimensions, along with a creative linguistic self-assessment scale. The research followed a quasi-experimental methodology, using a single-group experimental design. The study group consisted of (30) gifted students from Al-Azhar secondary third grade. Pre- and post-application assessments of the scale were conducted.

The results revealed statistically significant differences between the mean scores of the research group in the dimensions of creative linguistic self as a whole, as well as in its main dimensions individually, in favor of the post-application. The difference was statistically significant at the (0.01) level, with a large effect size of artificial intelligence applications, reaching (0.99).

The research recommended the necessity of using artificial intelligence applications in teaching, focusing on developing creative linguistic self among learners at various educational stages, utilizing the research tools and materials, and integrating them into the educational process, among other recommendations. Additionally, the research presented a set of proposals related to the findings.