• مواقع التعليم الجامعى الذكية
• أنواع تطبيقات الذكاء الاصطناعى AI Applications Types.
كيف نستخدم Bard, Bing AI في البحث العلمى والكتابة الأكاديمية.
• • استخدامات تطبيقات الذكاء الاصطناعي AI Applications في التعليم والتعلم.
• استخدامات تطبيقات الذكاء الاصطناعى AI Application في العمل المتخصص.
• تطبيقات إنشاء وتحرير الصور باستخدام AI Applications.
• تطبيقات إنشاء وتحرير الفيديو باستخدام AI Applications.
• تطبيقات إنشاء وتحرير العروض التقديمية باستخدام AI Applications.
15. باستخدام التدريس
ChatGPT
“Hey ChatGPT, act as a University Lecturer. Develop a comprehensive plan for
teaching [topic] to [age/grade level]. The teaching plan should engage multiple
learning styles, including [desired learning styles], and include a clear objective,
detailed instructions, a list of required materials, and an assessment method. The
lecture should ideally last [desired duration] and align with the education
standards of [geographical region or education system].”
اًبمرح
ChatGPT
،
تعمل
كمدرس
جامعى
.
ضع
خطة
لتدريس
شاملة
لتدريس
[
الموضوع
]
إلى
[
العمر
/
مستوى
الصف
]
.
يجب
أن
تتضمن
خطة
ال
ت
در
ي
س
أساليب
تعلم
،متعددة
بما
في
ذلك
[
أساليب
التعلم
ال
مطلوبة
]
،
وتتضمن
اًفهد
،اًحواض
وتعليمات
،مفصلة
وقائمة
بالمواد
،المطلوبة
وطريقة
تقييم
.
يجب
أن
ت
س
تمر
المحاضرة
بشكل
مثالي
[
المدة
المطلوبة
]
ويتوافق
مع
معايير
التعليم
في
[
المنطقة
الجغرافية
أو
نظام
التعليم
]
. "
عمل ورشة
(
1
)
16. الطالب مجال
Students
“Generate a daily study schedule for the next week, including specific times for each subject and any breaks or
activities planned”
"
لها مخطط أنشطة أو راحة فترات وأي موضوع لكل محددة أوقات ذلك في بما ،المقبل لألسبوع يومي دراسة جدول أنشئ
"
“Generate a list of potential essay topics for [assignment name], along with a brief outline of main points to be
discussed”
"
لـ المحتملة المقاالت بموضوعات قائمة أنشئ
[
المهمة اسم
]
مناقشتها ستتم التي الرئيسية للنقاط موجز مخطط مع جنب إلى اًبجن ،
"
“Teach me the Pythagorean theorem [Any theorem name] and include a test at the end, but don’t give me the answers
and then tell me if I got the answer right when I respond. I want to learn”
"
فيثاغورس نظرية علمني
[
نظرية اسم أي
]
الصحي اإلجابة على حصلت إذا أخبرني ثم اإلجابات تعطيني ال لكن ،النهاية في اختبار بتضمين وقم
أجيب عندما حة
.
اتعلم ان اريد
" "
،الكلية في التمهيدي الفيزياء لصف بالنسبة
“Solve this [math problem] for me and explain each step in detail on how you solved it”
"
حل
[
الرياضيات مشكلة
]
حلها كيفية حول بالتفصيل خطوة كل واشرح أجلي من هذه
"
“Clearly explain to me what is [your question for example quantum computing] like a university student to me so that
I get a in-depth understanding of that concept. Provide few examples too”
"
هو ما بوضوح لي اشرح
[
الكمومية الحوسبة المثال سبيل على سؤالك
]
مثل
طالب
جامعى
المفهوم لهذا متعمق فهم على أحصل حتى
.
قلي أمثلة مِّدق
ًاضأي لة
"
عمل ورشة
(
2
)
19. if you do not yet have a full proposal,
Brainstorming for Research Ideas
I want to conduct a study in the field of [EXPERTISE/INTEREST]. Generate for me fundamental
research ideas to work on. Highlight the novelty of each idea with the sentence "Novelty:..."
I want to conduct a multi-disciplinary study in the field of [EXPERTISE/INTEREST]. Generate for
me fundamental research ideas to work on. Highlight the novelty of each idea with the sentence
"Novelty:..."
Brainstorming for Research Titles
I want to conduct a study on [RESEARCH TOPIC/IDEA]. Generate some titles for my research.
Outlining Research Proposal
I am interested in conducting a study on [RESEARCH TITLE]. Outline my research proposal.
Brainstorming Research Questions
I am interested in conducting a study on [RESEARCH TITLE]. Suggest some research questions
for me.
Generating Hypothesis
Generate the corresponding hypotheses based on the following research questions: [RESEARCH
QUESTION(S)]
21. Generating research objectives
Generate the corresponding research objectives based on the following research questions:
[RESEARCH QUESTION(S)]
Generating (or comparing) problem statement
Based on this literature review, generate for me the problem statement of this research:
[LITERATURE REVIEW]
Generating suggested conceptual framework|
Based on these research questions, generate for me a conceptual framework for my research:
Literature Review
Screening for relevance of search results
I want to clean the dataset to only select the topic that is only relevant to “[RESEARCH TITLE]”. Read the
titles and abstracts given and evaluate it weather it is about “[RESEARCH TITLE]” or not. Based on the
following data, list the feedback to include AUTHOR, TITLE, YEAR, Relevant (Yes/No) and Reason (please
provide a simple reason if the info given related to the “[RESEARCH TITLE]” or not). List your response in
TABLE FORMAT. [AUTHOR, TITLE, YEAR, Relevant (Yes/No), Reason]
23. Tabulate past studies
Summarize these abstracts in columns.
Write paragraphs based on past studies
Paraphrase these abstracts in paragraphs. Do not remove in-text citations in your response.
Generating suggestions for probable statistical methods based on research design
I am conducting a research using [THEORETICAL FRAMEWORK, e.g. UTAUT-2 model] with
[RESEARCH DESIGNS, e.g., 6 independent variables and one dependent variable]. Suggest the
possible statistical analysis that I can use.
Identifying for relevant research instruments
Based on these research questions and title, list the appropriate instruments that can be used to
measure these research questions:
Generating new research instruments based on existing theoretical models/frameworks
I want to conduct a study on [RESEARCH TITLE] using the [THEORETICAL MODELS, e.g.
UTAUT-2 model/TAM model]. Generate a survey instrument for me.
25. Generating feedback/comments on relevance of research to governmental policies
Based on this title and the research objectives, generate for me the paragraph on the relevance of
this research to governmental policy:
[TITLE]
[RESEARCH OBJECTIVES]
Identifying the United Nations Sustainability Developmental Goals (SDG) addressed in the
research.
Based on this title and the research objectives, state which UN SDG addressed in this research?
[TITLE]
[RESEARCH OBJECTIVES]
Generating feedback on how the research title can meet the Quintuple Helix of Innovation
Describe how the research title [RESEARCH TITLE] can meet the quintuple helix of innovation.
27. To evaluate the quality of the proposal
Pretend you are a reviewer. Evaluate the quality of this part of the proposal/write-
up, highlighting both the good and bad points.
Pretend you are a reviewer. Evaluate the quality of this part of the write-up on
[SECTION]. Be strict and be as critical as possible.
To evaluate the grammatical aspect of the proposal
Pretend you are a language editor. Evaluate the grammatical aspects of this write-
up.
To edit the proposal
Pretend you are a language editor. Edit this write-up and send back to me. Do not
remove the in-text citations in your response:
[TEXT]
29. البحث
العلمى
باستخدام
ChatGPT
البحث مقترح إنشاء من االنتهاء بعد
والجانب ،البحث جودة بتقييم قم
النحوى
للبحث
.
البحث مقترح من النهائية النسخة إعداد البحث بتحرير قم ثم
.
After completing the creation of the research proposal,
Evaluate the quality of the research, and the grammatical
aspect of the research. Then edit the research to prepare the
final version of the research proposal.
عمل ورشة
(
4
)
35. باستخدام واالختبارات المقاييس تصميم
ChatGPT
باستخدام اختبار أو مقياس بتصميم قم
ChatGPT
وتخصصك دراستك مجال في
األكاديمى
المناسبة الموجهات باستخدام عملك مجال أو
التالية العناصر اًنمتضم
:
العناصر إنشاء
(
الفقرات
)
األولية
و ،
العناص مراجعة توفير
والتعليقات ر
،
و
العناصر صياغة في المساعدة
و ،
مختلفة استجابة تنسيقات استكشاف
.
Design a measure questionnaire or test using ChatGPT in your field of
study and academic major Or your field using the appropriate
routersIncluding the following elements: creating initial element(s),
providing element review and feedback, helping draft elements, and
exploring different response formats.
عمل ورشة
(
5
)
36. باستخدام واالختبارات المقاييس تصميم
ChatGPT
فى
ال تصميم من األخيرة المرحلة
باستخدام االختبار أو مقياس
ChatGPT
بطلب قم
االستبيان هيكل في المساعدة
و ،
المحتملة التحيزات من التحقق
و ،
رؤ تقديم
حول ى
النطاق صحة من والتحقق العناصر تحليل
،
االخت أو المقياس من النهائية النسخة وقدم
بار
.
In the final stage of designing a measure questionnaire or test using
ChatGPT Ask for help with the structure of the questionnaire, check
for potential biases, provide insights into item analysis and scope
validation, and provide the final version of the measure or test.
عمل ورشة
(
6
)
39. Certainly, I can help you interpret the results from Table 7, which seems to display the
outcomes of the Schaffe test conducted between different groups (practices) to assess
understanding of geological concepts. It appears that you have three groups: Control, T2
(geometric), and T1 (scientific). The "D" and "non-D" labels seem to indicate
significance levels, and "is not D" suggests nonsignificance. Here's an interpretation of
the provided data:
Concepts of Equilibrium Movement of Materials on Earth's Surface:
• Control group mean: 7.69
• T2 (geometric) group mean: 10.38
• T1 (scientific) group mean: 13.12
The mean differences appear to be significant between the control group and both T2
(geometric) and T1 (scientific) groups.
40. Concepts of Changing Topography of the Earth's Surface:
• Control group mean: 3.03
• T2 (geometric) group mean: 3.81
• T1 (scientific) group mean: 4.30
The mean differences seem to be significant between the control group and both T2
(geometric) and T1 (scientific) groups.
Concepts of External Natural Factors Affecting Change of Earth's Surface:
• Control group mean: 4.22
• T2 (geometric) group mean: 6.11
• T1 (scientific) group mean: 6.42
The mean differences appear to be significant between the control group and both
T2 (geometric) and T1 (scientific) groups, with the exception of T1 (scientific) group
being nonsignificant.
41. Concepts of the Impact of Demolition on Earth's Surface:
• Control group mean: 6.06
• T2 (geometric) group mean: 9.14
• T1 (scientific) group mean: 9.30
The mean differences seem to be significant between the control group and both T2 (geometric) and
T1 (scientific) groups.
Concepts of the Impact of Construction on Earth's Surface:
• Control group mean: 8.92
• T2 (geometric) group mean: 12.14
• T1 (scientific) group mean: 12.48
The mean differences appear to be significant between the control group and both T2 (geometric) and
T1 (scientific) groups.
42. Total Scores:
• Control group mean: 34.53
• T2 (geometric) group mean: 44.19
• T1 (scientific) group mean: 45.45
The mean differences are significant between the control group and both T2
(geometric) and T1 (scientific) groups.
In summary, the results of the Schaffe test indicate that there are statistically
significant mean differences in understanding geological concepts between the
control group and both T2 (geometric) and T1 (scientific) groups for all concepts
except "Concepts of External Natural Factors Affecting Change of Earth's
Surface," where the T1 (scientific) group is not significantly different from the
control group. It appears that the T1 (scientific) group consistently demonstrates
higher mean scores and better understanding of the geological concepts compared to
the other groups.
44. باستخدام اإلحصائية الجداول تفسير
ChatGPT
استخدم
ChatGPT
جدول تفسير في
إحصائي
في إحصائية عمليات عن نتج
أي
النتائج تقرير كتابة مع بتخصصك يتعلق مجال
.
Use ChatGPT to interpret a statistical table generated by
statistical operations in any area related to your
specialization with a report on the results.
عمل ورشة
(
8
)