The Effect of Different Types of Intelligent Virtual Assistants on Developing Digital Empowerment Skills among Students of the College of Education in Rustaq
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- Digital Empowerment, Institutional AI, Digital Professional Development Smart Learning Governance
Abstract
This research aimed to investigate the effectiveness of the two types of virtual assistants (voice-based and text-based) in developing the digital empowerment skills of students at the College of Education, University of Technology and Applied Sciences in Rustaq. The significance of the research lies in keeping pace with global trends in employing artificial intelligence technologies in higher education and in equipping students with digital knowledge and skills that enhance their future readiness.The study sample consisted of students from the College of Education in Rustaq during the second semester of the academic year 2024/2025. The research adopted the quasi-experimental method with a two-group design to measure the effect of the independent variable (type of virtual assistant) on the dependent variable (digital empowerment skills). The students were divided into two experimental groups according to the type of virtual assistant used: one group used the text-based virtual assistant, and the other used the voice-based virtual assistant.The research tools included an achievement test to measure the cognitive aspect of digital empowerment skills, and an observation checklist to measure the practical and performance aspects of these skills. The results of the study revealed that the text-based virtual assistant was more effective in enhancing the performance aspect of digital skills due to its provision of accurate, step-by-step reviews, while the voice-based assistant was more effective in developing the cognitive aspect of skills through quick explanatory narration and oral examples that helped reinforce understanding.The research recommended the need to diversify the types of intelligent virtual assistants used within digital learning environments to achieve greater integration of students’ cognitive and performance learning aspects.
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