[1]LEE YI SHUAN（李彧暄）.青少年AI科普产品的跨文化适配研究与实践——以《AI乐园奇遇记》为例[D].导师：吴卓浩.中国传媒大学,2026.
关键词:青少年科普;跨文化适配;跨文化传播;生成式AI;多模态学习
机构:中国传媒大学
摘要:在人工智能技术逐渐进入基础教育领域的背景下,青少年科普内容的跨文化传播面临表达失配、理解路径不稳定以及媒介适配困难等问题。不同文化语境下,知识内容本身虽具有通用性,但其呈现方式、叙事结构与互动形式往往难以直接迁移,进而影响学习体验与传播效果。针对上述问题,本文以青少年AI科普内容为研究对象,从跨文化传播与教育设计的交叉视角出发,提出一种基于“知识核心—情境表达—文化符号”的跨文化适配思路。通过对文本、视觉、视频与AI交互内容的结构拆分,将科普内容划分为知识核心单元、情境表达单元与语言风格单元,从而在保持知识逻辑一致的前提下,实现表达层面的文化再编码。在方法上,本文构建了跨文化适配分析框架,并基于作者作为具有马来西亚文化背景的在华留学生的跨文化视角,以原创科普作品《AI乐园奇遇记》为载体,开展中国与马来西亚两个文化语境下的对比改写实践。研究围绕文本内容本地化、视觉符号替换、视频节奏调整以及AI智能体交互表达优化等多个维度展开,对框架在不同媒介形态中的应用路径进行了探索,并对其应用效果进行检查。研究结果表明,通过分层设计与局部再编码策略,在不改变知识核心结构的前提下,在实践中表现出对理解自然度与接受情况的优化趋势。同时,该方法在设计阶段显示出预设跨文化适配空间的可能性,有助于降低后期修改成本,并为多语言内容生产的稳定性与扩展性提供支持。本研究为青少年科普内容的国际化传播提供了一种具有可操作性的设计路径参考,对AI教育内容在多文化语境下的传播策略具有一定的理论价值与实践参考意义。

[2]姜汉实.AI辅助多模态教学在初级汉语综合课中的实践研究——以彭亨孔院为例[D].导师：王海艳.河北大学,2026.
关键词:AI;多模态教学;初级汉语综合课;彭亨孔院
机构:河北大学
摘要:随着国际中文教育领域数字化转型的日益深入,人工智能凭借其强大的多模态生成能力,为破解教学资源匮乏与本土化适配难等问题提供了新的解决方案。针对海外初级汉语综合课教师备课负担重、学习者学习效果欠佳等一系列问题,本研究提出AI辅助多模态教学的新模式。该模式主张将AI工具深度融入教师的日常教学设计当中:课前定向生成符合学习者认知特点的、有针对性的多模态教学素材。课中依托上述教学素材,降低学习者的学习压力,提高学习者的学习效果,从而为初级汉语综合课课堂教学提供一套切实可行的减负增效方案。本研究以马来西亚彭亨阿苏丹阿都拉大学孔子学院教学实践为依托,以多模态话语分析理论、“输入假说”理论以及TPACK理论为框架,综合采用问卷调查法、对比实验法与访谈法等研究方法开展实证研究。研究主要从教师和学习者两个层面展开:在学习者层面,首先通过前测问卷,全面了解该校学习者的学习痛点、需求以及对多模态教学与AI介入的态度。随后根据问卷结果并结合该校实际,开展为期近半个学期的教学对比实验,系统评估该教学模式对学生学习效果的影响。在教师层面,重点考查AI工具介入备课后的时间分布,并结合访谈评估AI辅助多模态教学的减负效果以及授课教师的实际体验。研究发现,在初级汉语综合课中采用AI辅助多模态教学,既能有效降低教师的备课负担,还能有效提升学习者的学习效果。但AI工具带来的优势并不会自动转化为教学效果,教师的审核与流程化操作是实现这一结果的关键。基于此,本研究归纳出生成—筛选—简化—试用与调整的人机协同备课教学路径,并就相关问题提出针对性建议,以期为AI辅助多模态教学在海外初级汉语综合课中的应用提供理论支撑与可操作的实践参考。

[3]Nurul Ain Mohd Salim,Azreen Azman,Puteri Suhaiza Sulaiman,Nurhanis Syazni Roslan,Rafidah Hod,Siti Khadijah Adam.Development and validation of virtual patients for assessing history taking and communication skills among medical students.[J].BMC medical education,2026,26(1):264-264.
关键词:Communication skills;History taking;Medical education;Virtual patients;Virtual reality
机构:Department of Medical Education, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Serdang, Selangor, Malaysia.;Department of Multimedia, Faculty of Computer Science and Information Technology, Universiti Putra Malaysia, Serdang, Selangor, Malaysia.;Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia.;Department of Medical Education, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Serdang, Selangor, Malaysia. sk.adam@upm.edu.my.
摘要:Background(#br)The integration of virtual patients (VPs) into medical education is expanding globally, enhancing traditional training and supporting the development of clinical skills. In Malaysia, adoption is progressing, although dependence on imported platforms may compromise cultural and linguistic authenticity. We developed three culturally adapted VPs reflecting the local healthcare context. The VP application, featuring a custom virtual reality (VR) environment, 3-dimensional (3D) avatars and speech functions, was deployed on the Oculus Meta Quest 2 headset. This device provides an immersive, user-friendly experience, allowing students to interact with VPs via hand-held controllers.(#br)Methods(#br)The developed VPs were assessed in terms of their content, face, construct, and concurrent validity, as well as the reliability for use in history-taking and communication skills assessment. Data analysis was performed using IBM SPSS Statistics software version 25.(#br)Results(#br)The VPs showed acceptable content and face validity, indicating that the case design, interface, and simulated environment were appropriate and realistic. However, reliability and other validity measures, including construct validity and concurrent validity, were found to be limited.(#br)Conclusion(#br)These findings may have been affected by factors such as small sample size, variability among students and examiners, limited scenario complexity, and technical issues related to speech recognition and system responsiveness. Addressing these limitations in future research could improve the generalizability of the results, while refinements in scenario design, artificial intelligence (AI) integration, and user interfaces are key to maximizing the pedagogical potential of VPs.

[4]Ahadzadeh Ashraf Sadat,Wu Shin Ling,Wang Changsong.Integrating cognitive moral development theory into the theory of planned behaviour:Predicting the intention to use ChatGPT for academic purposes[J].Educational Technology & Society,2026,29(1):60-78.
摘要:ChatGPT is the most cutting-edge AI language model with the potential to transform education. Building on the Theory of Planned Behaviour (TPB), this study aims to investigate how attitude, subjective norms, perceived behavioural control influence the intention to use ChatGPT for academic purposes, aiming to expand upon the existing literature. Furthermore, drawing upon the Cognitive Moral Development Theory, it explores the moderating effect of ethical judgments on the relationship between TPB constructs and the intention to use ChatGPT for academic purposes. A cross-sectional survey was utilised to gather 311 responses from university students studying in Malaysia. We discovered that the intention to use ChatGPT was positively influenced by TPB constructs while negatively affected by ethical judgments that discourage the use of ChatGPT for academic purposes. Furthermore, these ethical judgments did not attenuate the association between attitude and intention. Individuals with higher scores on ethical judgments disfavouring ChatGPT exhibit a weaker link between perceived behavioural control and their intention to use this technology. Ethical criticisms of ChatGPT usage strengthens the link between subjective norms and intention. These findings provide practical implications for incorporating generative AI tools in education, underscoring the ethical utilisation of these technologies, aiming to leverage their advantages while minimising their potential drawbacks. The lack of established causal links between variables in the study suggests the use of experimental designs in future research. Moreover, investigating ethics as a complex concept and fusing ideas from psychology and education may provide a deeper understanding of ChatGPT adoption.

[5]Racheal Poh,Bee Wah Tan,Heng Wei Lee,Kian Lam Tan.Bridging the Digital Divide: Socioeconomic Equity in AI-Assisted Hybrid Learning[J].SN Computer Science,2025,7(1):50-50.
关键词:Artificial intelligence (AI);Socioeconomic status (SES);Hybrid learning;Self-directed learning (SDL);Digital divide;Generative AI
机构:School of Digital Technology,Wawasan Open University,Penang,Malaysia;Graduate School of Business,Universiti Sains Malaysia,Penang,Malaysia
摘要:Generative AI (GenAI) tools have gained popularity across different learning and teaching contexts, becoming part of the mainstream in both classroom and online learning. This rapid AI adoption in education might help to provide students with personalized learning experiences that are not only intended to keep up with the pace of hybrid and Open and Distance Learning (ODL) but also envisioned to help students transcend their classroom and human teacher limitations. However, a result of the highly selective and rapidly growing technology access is what is commonly known as the digital divide that has socioeconomic status (SES) as one of its root causes. With the widespread GenAI adoption among ODL providers, studying SES as a potentially driving force of the GenAI adoption in SDL could help to identify students who are not benefiting from AI advances in education and further consider ways to narrow the technology-driven learning inequalities. This study reports on the effects of three self-directed learning (SDL) attributes—self-management, self-monitoring, and motivation—on students’ intention to use GenAI tools in SDL and how these relationships are moderated by students’ SES. The study sample of 171 undergraduate students was drawn from four universities in Malaysia. Partial Least Squares Structural Equation Modeling (PLS-SEM) is used for data analysis. The results indicate that the moderation of the relationships between self-management, self-monitoring, and motivation and students’ intention to use GenAI tools by their SES was significant. The findings of this study could indicate that students with better access to internet connection, digital devices, and AI literacy (characteristics of higher SES) are more likely to engage in GenAI use in SDL. The inaccessibility of using AI tools in learning to students with low SES could have a detrimental effect and further divide students by access to technology and digital resources. In this way, the results of this study can help identify the potentially less-privileged group of students and indicate the need for closing the digital divide and making AI-augmented learning tools more accessible to everyone, in alignment with United Nations Sustainable Development Goal 4 (SDG 4).

[6]Trung Anh Nguyen,Thanh Binh Nguyen,Duy Cuong Nguyen,Anh Dung Vu,Khanh Linh Dang,Nhu Quynh Le,Duy Anh Ngo,Dang Kien Nguyen,Van Thuan Hoang,Thanh Binh Ngo.What Are the Opportunities and Challenges of Using AI in Medical Education in Vietnam?[J].JMIR medical education,2025,11e77817.
关键词:Vietnam;adaptive learning;artificial intelligence;curriculum innovation;digital transformation;educational technology;medical education;virtual simulation
机构:Thai Binh University of Medicine and Pharmacy, 373 Ly Bon Street, Hung Yen, 06000, Vietnam, 84 2273838545, 84 2273847509.;Hanoi University of Science and Technology, Ha Noi, Vietnam.
摘要:Unlabelled(#br) Artificial intelligence (AI) has the potential to transform medical training through adaptive learning, immersive simulations, automated assessments, and data-driven insights, offering solutions to persistent issues such as high student-to-faculty ratios, overcrowded classrooms, and limited clinical exposure. Globally, many universities have already embedded AI literacy and competencies into undergraduate, postgraduate, and continuing education programs, while in Vietnam, the use of AI in medical education remains limited and fragmented. Most students have little formal exposure to AI, and empirical evidence on faculty or institutional readiness is scarce. Experiences from other countries, including Malaysia, Palestine, and Oman, demonstrate that incremental adoption and faculty development can facilitate cultural acceptance and curricular innovation, providing useful lessons for Vietnam. At the same time, significant barriers remain. These include inadequate infrastructure in provincial universities, low levels of AI literacy among both students and educators, underdeveloped regulatory and ethical frameworks, and resistance to pedagogical change. Cost-effectiveness and sustainability are additional concerns in a middle-income context, where upfront investments must be balanced against long-term benefits and equitable access. Advancing AI in Vietnamese medical education will therefore require a coordinated national strategy that prioritizes infrastructure, AI literacy, faculty development, quality assurance, and sustainable funding models, alongside ethical and legal safeguards. By addressing these key foundations, Vietnam can harness AI not only to modernize medical education but also to strengthen preparedness for a digitally enabled health workforce.

[7]Nanang Husin,Hujjatullah Fazlurrahman,Anita Safitri,Riska Dhenabayu,Ummu Ajirah Abdul Rauf,Aldi Muhamad Fitrah.Policy Perspective on Proposed Framework of NLP AI to Bridge the Inclusive Support in Higher Education with a Mixed Methods Approach in Indonesia and Malaysia[J].International Journal of Information and Education Technology,2025,15(12):
关键词:inclusive support policy; artificial intelligence; natural language processing; inclusive education; disability support
摘要:Despite inclusive education policies in Southeast Asia, disabled students still face barriers and difficulties. Mainly due to the limited individual support and institutional readiness. This study addresses this issue by proposing a policy-aligned Natural Language Processing (NLP) AI framework that uses a dual theoretical foundation (Digital Inclusion and Technology-Organization-Environment (TOE)). This approach could help to bridge the gap between policy and its implementation, especially in low-resource environments. Policymakers play a pivotal role in shaping the future of education by creating an environment to support inclusion and ensuring equity for students with disabilities. This research emphasizes strategic policy for the implementation of the NLP AI framework to support disabled students in increasing their academic activities, particularly in developing countries. The framework itself uses sentiment analysis, entity recognition, and conversational agents from the NLP component to facilitate real-time and context-based responses. The research approach is mixed method, with disability students from Indonesia and Malaysia for the qualitative interview participants, and disability students across universities in Indonesia for the quantitative data SEM analysis. Unlike previous studies that focus on either technology or policy in isolation, this research presents an integrative NLP AI framework validated through the policy change perspective. The proposed framework is one of the first that highlights the alignment of the NLP AI implementation with the institutional-level policy readiness. It is designed with a user-centered approach using the Digital Inclusion Model, shifting from a function-based approach in existing studies to drive improvement and access to an equitable learning environment.

[8]Na Zhang,Wei Lun Wong,Jessie Barrot.Primary teachers’ acceptance and sustained adoption of AI powered learner corpora for writing instruction through TAM and ECM perspectives[J].Scientific Reports,2025,15(1):37399-37399.
关键词:Artificial intelligence;Learner corpora;Technology acceptance model;Expectation confirmation model;Writing skill
机构:Chengdu University,Chengdu,China;Faculty of Education,Universiti Kebangsaan Malaysia,Kuala Lumpur,Malaysia;College of Education, Arts and Sciences,National University,Manila,Philippines
摘要:Artificial intelligence (AI) offers significant potential to enhance writing instruction in primary education. However, its sustained adoption by English language teachers remains insufficiently understood. This study examines the factors influencing teachers’ acceptance and continued use of AI-powered learner corpora, drawing on the Technology Acceptance Model (TAM) and Expectation Confirmation Model (ECM). A structured questionnaire was administered to 355 primary school English teachers in Malaysia to assess variables related to external support (e.g., facilitating conditions, teacher-learner interaction), individual characteristics (e.g., perceived self-efficacy, expectancy effects, growth mindset, interest) and technology perceptions (e.g., perceived ease of use, perceived usefulness, satisfaction, continuance intention). Data were analyzed using exploratory and confirmatory factor analysis, followed by Structural Equation Modeling. Results highlight perceived self-efficacy and interest as key predictors of perceived usefulness and continuance intention. They underscored the role of intrinsic motivation. In contrast, facilitating conditions did not significantly affect perceived ease of use, possibly due to increased digital familiarity among teachers. These findings validate the applicability of TAM and ECM in the primary education context and offer practical insights for designing AI tools that align with teachers’ pedagogical needs, enhance user experience and support the sustainable integration of AI in writing instruction.

[9]Calvin Cheah Wei Chieh,Wong Teik Aun.Unleashing AI in Education: A Comparative Analysis of Malaysian University Student Engagement and Learning Support between Google Gemini and ChatGPT[J].Journal of Educational Technology Systems,2025,54(2):310-325.
关键词:AI in learning support;university student engagement;Google Gemini;ChatGPT;thematic analysis
机构:Wawasan Open University, School of Education, Humanities and Social Sciences, Georgetown, Penang, Malaysia; INTI International College Penang, Australian Degree Transfer Programme, Penang, Malaysia
摘要:This study examines Malaysian university students’ engagement with two AI-based learning tools, ChatGPT and Google Gemini, focusing on learning support, usability, and emotional responses. A qualitative case study approach was adopted, involving semi-structured interviews and a focus group with ten undergraduates from diverse disciplines at a higher education institution in Penang, Malaysia. Thematic analysis revealed four themes: (1) engagement through interaction, (2) diverse learning experiences, (3) usability and accessibility, and (4) emotional impact. The findings suggest that ChatGPT provides effective conversational support, while Google Gemini offers richer multimodal resources but presents usability challenges. The study underscores the importance of training and technical support in optimizing these tools’ educational potential. Although the small, context-specific sample limits generalizability, the research offers early insights into how Malaysian undergraduates navigate AI-assisted learning. Future studies should involve larger, more diverse samples to deepen understanding and guide the effective integration of AI in higher education.

[10]Avita Rath.Leveraging ChatGPT to support terminology learning in oral anatomy: a mixed-methods study among linguistically diverse dental students[J].BMC Medical Education,2025,25(1):1425-1425.
关键词:Artificial intelligence;Dental education;Terminology comprehension;ChatGPT;Multilingual learners;English-medium instruction;Self-directed learning;Student engagement;Ethics in AI
机构:Faculty of Dentistry,SEGi University ,No. 9 Jalan Teknologi, PJU 5, Kota Damansara ,47810,Petaling Jaya,Selangor,Malaysia
摘要:Background(#br)English-medium instruction (EMI) in health professional education presents linguistic barriers for non-native English-speaking students, particularly in terminology-dense subjects like dental anatomy. While artificial intelligence (AI) has shown promise in educational contexts, its application to support terminology learning among multilingual learners remains underexplored. This study evaluated the impact of ChatGPT-assisted learning on terminology comprehension and student engagement among international dental students in Malaysia.(#br)Methods(#br)A convergent mixed-methods pilot study was conducted with 35 Chinese international Year 1 and Year 2 dental students enrolled in an oral anatomy course at SEGi University. Students completed pre- and post-intervention comprehension tests and engagement surveys. Over an eight-week period, students used ChatGPT to clarify terminology and explore anatomical content. ChatGPT usage logs were analyzed, and post-intervention focus group discussions were conducted. Quantitative data were analyzed using paired t-tests and Wilcoxon Signed-Rank Tests; qualitative data underwent thematic analysis.(#br)Results(#br)Comprehension scores improved significantly post-intervention (mean increase = 5.7 points, p< 0.001; Cohen’s d = 1.91). Engagement scores also increased significantly (p < 0.001), reflecting enhanced autonomy and motivation. ChatGPT was used primarily for term clarification (45%), function explanation (32%), and structural comparisons (23%). Thematic analysis revealed four key themes: (1) Clarity and Confidence, (2) Self-Directed Learning, (3) Concerns About Accuracy and Overreliance, and (4) Ethical and Privacy Awareness.(#br)Conclusions(#br)AI-assisted terminology learning significantly improved comprehension and engagement among linguistically diverse dental students, aligning with principles from Cognitive Load Theory (CLT) and Self-Determination Theory (SDT). However, ethical concerns—particularly around data privacy and unchecked reliance—highlight the importance of faculty guidance and institutional oversight. These findings underscore the value of hybrid AI-human approaches that are pedagogically sound, ethically responsible, and culturally adaptive.

[11]Chee Ling Thong,Lee Yen Chaw,Aswani Kumar Cherukuri.Enhancing Academic Writing through Non-Institutional Technologies (GenAI tool): A Case Study[J].Journal of Information & Knowledge Management,2025,25(4):
关键词:ChatGPT;Literal;Elicit;generative artificial intelligence (GenAI);AI in education (AIED);quality education
机构:Institute of Computer Science and Digital Innovation, UCSI University, Kuala Lumpur 56000, Malaysia;UCSI Graduate Business School, UCSI University, Kuala Lumpur 56000, Malaysia;School of Information Technology and Engineering, Vellore Institute of Technology, Vellore, Tamil Nadu, India;chloethong@ucsiuniversity.edu.my;chawly@ucsiuniversity.edu.my;cherukuri@acm.org
摘要:The growing use of AI-powered tools, particularly non-institutional technologies such as Generative AI (GenAI), has transformed how university students approach academic writing. Nowadays, GenAI technologies are used by students in finding relevant online resources, particularly in academic writing learning. However, there is a notable gap in the literature regarding the use of non-institutional technologies — such as ChatGPT, Elicit and Lateral — for academic writing learning. Existing studies have largely focused on general AI adoption in education without examining these specific tools or their impact on student engagement. Moreover, it is known that the effectiveness of AI in education is strongly shaped by students’ perceptions and how they interact with the technology. In this study, a case study approach is used, and data were collected from 32 university students in Malaysia. The collected data were analysed using content analysis. The results showed that students using non-institutional-led technologies were superior to those using institutional technologies in facilitating academic writing. The findings highlight that students are becoming more autonomous learners through their use of non-institutional technologies to locate resources, moving beyond traditional methods. The study underscores the role of non-institutional technologies, such as ChatGPT, Elicit and Lateral, in supporting academic writing. These findings have implications on quality education, particularly in academic writing learning. They also suggest future directions for integrating GenAI tools into institutional technologies, aligning with current industry practices where GenAI is increasingly embedded into software systems. Going forward, conducting case studies across various fields could complement these findings and offer deeper insights into real-world applications.

[12]Jandy Perra Jembu,Rekaya Vincent Balang.Artificial intelligence adoption in nursing students' academic writing: A qualitative study[J].Teaching and Learning in Nursing,2025,20(4):e1012-e1020.
关键词:AI-based tools;Academic writing;Artificial intelligence (AI);Nursing education;Perceptions;Undergraduate nursing students;Thematic analysis
机构:Department of Nursing, Faculty of Medicine and Health Sciences, University Malaysia Sarawak (UNIMAS), Malaysia;Department of Nursing, Faculty of Medicine and Health Sciences,University Malaysia Sarawak (UNIMAS),Malaysia
摘要:Background(#br)There has been an increase in the use of AI-based tools, such as Grammarly and ChatGPT, in academic writing, offering potential benefits and challenges to students across various fields.(#br)Aim(#br)This study aimed to explore how nursing students perceive the use of AI tools in their academic writing and identify the factors influencing their adoption.(#br)Methods(#br)A descriptive qualitative research design was employed. Eleven nursing students (9 from public and 2 from private universities) across Malaysia participated through snowball and purposive sampling. Semi-structured interviews were conducted, and data were analyzed using Braun and Clarke’s thematic analysis with NVivo 14.(#br)Results(#br)Four themes emerged: perceived strengths of AI adoption (increased productivity and improved writing quality); perceived flaws (concerns over data accuracy and plagiarism); influential factors (peer and family support); and systemic barriers (lack of formal training and financial constraints).(#br)Conclusions(#br)AI tools provide academic advantages, but ethical concerns and resource limitations must be addressed. Theoretically, this study informs AI adoption in higher education. Practically, it offers insights to guide institutional support and integration.

[13]Nurfadhlina Mohd Sharef,Evi Indriasari Mansor,Nurul Amelina Nasharuddin.Artificial Intelligence Literacy in Malay Language Through a Teaching-Purposed Chatbot[J].Journal of Information & Knowledge Management,2025,24(6):
关键词:Chatbot;learning artificial intelligence;Malay-based learning tools
机构:Faculty of Computer Science and Information Technology, Universiti Putra Malaysia, 43000 UPM Serdang, Selangor, Malaysia;Business Analytics Program, Abu Dhabi School of Management, Abu Dhabi, United Arab Emirates;nurfadhlina@upm.edu.my
摘要:The capacity of chatbots to mimic human interactions for activities like summarising content, responding to queries, creating quizzes, and replicating concepts is the reason why their use in education is rising. However, users need prompting skills to be able to get the maximum benefits from them. Novices and beginners in a subject require substantial self-regulated learning to explore topics and achieve their goals. Without this, they can get lost and lose motivation. While overview and conceptual prompts are available, they often lack structured knowledge support, highlighting the need for chatbots that offer basic knowledge. Despite the popularity of ChatGPT and other chatbots, we emphasise the need for purpose-built teaching chatbots. We introduce CikguAIBot, a teaching chatbot designed using an 18-item checklist for developing teaching chatbots. CikguAIBot converses in Malay and teaches artificial intelligence (AI) concepts, a pioneering effort in this field. Malay is the official language of Malaysia. The content covers AI concepts and algorithms. A two-stage evaluation is introduced in the checklist, which provides CikguAIBot evaluation pre- and post-deployment, comprising pedagogical evaluation, content verification and technology acceptance, and user studies with students. Based on comprehensive evaluations by educational experts, content and usability evaluators, and teaching trainees, CikguAIBot shows effectiveness in delivering targeted knowledge and supporting educational goals, particularly enhancing learning performance and engagement in AI topics. The scarcity of chatbots teaching AI, especially in Malay, underscores CikguAIBot’s significance.

[14]Saidah Muhamed ,Intan Farahana Kamsin.Teacher’s Acceptance and Intention to Use Artificial Intelligence Technology in Teaching and Learning Based on the UTAUT Model[J].International Journal of Information and Education Technology,2025,15(7):
关键词:Artificial Intelligence (AI); Unified Theory of Technology Acceptance and Use of Technology model (UTAUT); behavioral intentions; in-service teacher
摘要:The integration of Artificial Intelligence (AI) technology in teaching and learning is becoming increasingly prevalent, necessitating teacher preparedness for pedagogical reform. This study investigates the factors influencing secondary school teachers’ acceptance of AI technology based on the Modified Integrated Theory of Acceptance and Use of Technology (UTAUT). Specifically, it examines the roles of Performance Expectation, Effort Expectation, Social Influence, and AI Anxiety in shaping behavioral intention, and explores the moderating effects of gender, age, and teaching experience. Data were collected through a structured questionnaire administered to 88 secondary school teachers in Kuala Lumpur, Malaysia. Statistical analyses, including one-way ANOVA and multiple linear regression using SPSS version 29, conducted to evaluate the data. The results reveal that Effort Expectation and AI Anxiety significantly influence behavioral intention, while Performance Expectation and Social Influence do not. Additionally, teaching experience positively moderates the relationship between predictor factors and behavioral intention, whereas gender and age have no moderating effect. These findings contribute to understanding the factors that promote AI technology acceptance among teachers and provide insights for strategies to enhance AI adoption in Malaysian education.

[15]Sedigheh Moghavvemi,Farooq Ahmed Jam.Unraveling the influential factors driving persistent adoption of ChatGPT in learning environments[J].Education and Information Technologies,2025,30(15):1-28.
关键词:ChatGPT;AI in education;Student perceptions;Academic usage;Privacy concerns;Educational technology
机构:Faculty of Business and Economics,University of Malaya,50603,Kuala Lumpur,Malaysia;University of Malaya,Kuala Lumpur,Malaysia;Global Illuminators Kuala Lumpur,Kuala Lumpur,Malaysia
摘要:AI has transformed education by reshaping teaching and learning processes. ChatGPT plays a significant role in enhancing these processes; however, effective educator training is essential for its optimal use. Educators and researchers are increasingly adopting AI chatbots, expecting them to improve learning experiences and reduce teacher workload. This study aims to identify the factors contributing to ChatGPT’s perceived value and analyze their impact on its continued usage among students. Additionally, the study introduces a new model and investigates the moderating effect of privacy risk on the relationship between perceived value and the continued use of ChatGPT. A total of 600 questionnaires were distributed to students enrolled in various universities in Malaysia, with 244 students indicating their willingness to continue using ChatGPT. Partial Least Squares Structural Equation Modeling was used to analyze the data. The findings suggest that perceived usefulness, perceived ease of use, problem-solving, idea generation, information quality, and effective learning are significant determinants of ChatGPT’s continuous use among students, both directly and indirectly through perceived value. The results show that students benefit from ChatGPT in enhancing their performance, problem-solving, and idea generation. In line with concerns about privacy risks in online applications, the study reveals that privacy concerns affect ChatGPT’s perceived value. Students prioritize its effectiveness as a study aid. Academic institutions can train students to use ChatGPT as a complementary learning tool, while instructors can leverage it to enhance their teaching practices.

[16]Mohamed Hassan Elnaem,Betul Okuyan,Naeem Mubarak,Abrar K Thabit,Merna Mahmoud AbouKhatwa,Diana Laila Ramatillah,AbdulMuminu Isah,Ali Azeez Al Jumaili,Nor Ilyani Mohamed Nazar.Students' acceptance and use of generative AI in pharmacy education: international cross-sectional survey based on the extended unified theory of acceptance and use of technology.[J].International journal of clinical pharmacy,2025,47(4):1-12.
关键词:Generative AI;Pharmacy education;Pharmacy students;Technology acceptance;UTAUT framework
机构:School of Pharmacy and Pharmaceutical Sciences, Ulster University, Coleraine, BT52 ISA, UK. m.elnaem@ulster.ac.uk.;Department of Clinical Pharmacy, Faculty of Pharmacy, Marmara University, Istanbul, Turkey.;Department of Pharmacy Practice, Lahore Medical and Dental College, University of Health Sciences, Lahore, Pakistan.;Pharmacy Practice Department, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia.;Department of Clinical Pharmacy and Pharmacy Practice, Faculty of Pharmacy, Alexandria University, Alexandria, 5372066, Egypt.;Faculty of Pharmacy, Universitas 17 Agustus 1945, Jakarta, Jakarta, Indonesia.;Department of Clinical Pharmacy and Pharmacy Management, University of Nigeria, Nsukka, 410001, Enugu State, Nigeria.;College of Pharmacy, University of Baghdad College of Pharmacy, Baghdad, Iraq.;Kulliyyah of Pharmacy, International Islamic University Malaysia (IIUM), Kuantan, Malaysia.
摘要:BACKGROUND(#br) Generative artificial intelligence (GenAI) has significant potential implications for pharmacy education, but its ethical, practical, and pedagogical implications have not been fully explored. (#br)AIM(#br) This international study evaluated pharmacy students' acceptance and use of GenAI tools using the Extended Unified Theory of Acceptance and Use of Technology (UTAUT). (#br)METHOD(#br) A cross-sectional survey of pharmacy students from nine countries during the first half of 2024 assessed GenAI usage patterns, curricular integration, and acceptance via the Extended UTAUT framework. After appropriate translation and cultural adaptation, exploratory factor analysis (EFA) identified key adoption factors. (#br)RESULTS(#br) A total of 2009 responses were received. ChatGPT and Quillbot were the tools most frequently utilised. EFA identified three key dimensions: Utility-Driven Adoption, Affordability and Habitual Integration, and Social Influence. Students rated performance and effort expectancy highly, highlighting their perceived usefulness and ease of use of GenAI tools. In contrast, habit and price value received lower ratings, indicating barriers to habitual use and affordability concerns. Gender disparities were noted, with males demonstrating significantly higher acceptance (p < 0.001). Additionally, country-specific differences were evident, as Malaysia reported a high performance expectancy, while Egypt exhibited low facilitating conditions. Over 20% indicated an over-reliance on GenAI for assignments, raising ethical concerns. Significant gaps were observed, such as limited ethical awareness-only 10% prioritised legal and ethical training-and uneven curricular integration, with 60% reporting no formal exposure to Generative AI. (#br)CONCLUSION(#br) Findings reveal critical gaps in ethical guidance, equitable access, and structured GenAI integration in pharmacy education. A proactive, context-specific strategy is essential to align technological innovation with pedagogical integrity.

[17]Jwern Tick Kiet Phua,Han Foon Neo,Chuan Chin Teo.Evaluating the Impact of Artificial Intelligence Tools on Enhancing Student Academic Performance: Efficacy Amidst Security and Privacy Concerns[J].Big Data and Cognitive Computing,2025,9(5):131-131.
关键词:artificial intelligence;security;privacy;perceived ease of use;perceived usefulness;ChatGPT
机构:Faculty of Information Science and Technology, Multimedia University, Jalan Ayer Keroh Lama, Malacca 75450, Malaysia
摘要:The rapid advancements in artificial intelligence (AI) have significantly transformed various domains, including education, by introducing innovative tools that reshape teaching and learning processes. This research investigates the perceptions and attitudes of students towards the use of AI tools in their academic activities, focusing on constructs such as perceived usefulness, the perceived ease of use, security and privacy concerns, and both positive and negative attitudes towards AI. On the basis of Technology Acceptance Model (TAM) and the General Attitudes towards Artificial Intelligence Scale (GAAIS), this research seeks to identify the factors influencing students’ behavioral intentions and actual adoption of AI tools in educational settings. A structured survey was administered to students at Multimedia University, Malaysia, capturing their experiences and opinions on widely used AI tools such as ChatGPT, Quillbot, Grammarly, and Perplexity. Hypothesis testing was used to evaluate the statistical significance of relationships between the constructs and behavioral intention and actual use of the AI tools. The findings reveal a high level of engagement with AI tools among University students, primarily driven by their perceived benefits in enhancing academic performance, improving efficiency, and facilitating personalized learning experiences. The findings also uncover significant concerns related to data security, privacy, and the potential over-reliance on AI tools, which may hinder the development of critical thinking and problem-solving skills.

[18]Manaf Marlina Bt Abdul,Azizan Mona Bt.Technology acceptance and academic willingness in supporting the offering of diploma in applied artificial intelligence at polytechnic Malaysia[J].E3S Web of Conferences,2025,66401015-01015.
机构:Information Technology and Communication Department, Politeknik Ungku Omar, Ipoh Perak, Malaysia
摘要:The rapid advancements in Artificial Intelligence (AI) necessitate a corresponding evolution in technical and vocational education (TVET) to meet future workforce demands. This study investigates the critical factors influencing the successful implementation of a new program to be offered in polytechnic Malaysia which is Diploma in Applied Artificial Intelligence. Using a blended theoretical framework drawing from the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), this paper examines the technology acceptance of key stakeholder who specifically focus on academic and management staff of PolyCC and suggest a model AIMED. Additionally, it explores the construct of academic willingness, which encompasses a faculty’s readiness to adapt to new curricula, acquire new pedagogical skills, and embrace institutional change. A mixed methods approach used by combining questionnaire data and semi-structured interviews, was embedded to gather insights into perceived usefulness, effort expectancy, social influence, and facilitating conditions. The findings from this simulated study suggest that perceived usefulness is the strongest predictor of academic willingness, while facilitating conditions, particularly adequate training and resource allocation, moderate the relationship between technology acceptance and actual curriculum adoption. The paper concludes with strategic recommendations for PolyCC’s leadership, focusing on a robust faculty development plan and a collaborative, bottom-up approach to curriculum design to ensure the long-term success of the new diploma program venturing in artificial intelligence.

[19]Nisar Ahmed Dahri,Noraffandy Yahaya,Waleed Mugahed Al Rahmi.Exploring the influence of ChatGPT on student academic success and career readiness[J].Education and Information Technologies,2024,30(7):1-45.
关键词:ChatGPT;Academic success;Career readiness;Cognitive skills;Personalized learning
机构:Faculty of Educational Sciences and Technology (FEST),University Teknologi Malaysia,Johor Bahru,Malaysia;Department of Management Information System, College of Business Administration,Dar Al Uloom University,13314, Al Falah,Riyadh,Kingdom of Saudi Arabia
摘要:Enhancing student academic success and career readiness is important in the rapidly evolving educational field. This study investigates the influence of ChatGPT, an AI tool, on these outcomes using the Stimulus-Organism-Response (SOR) theory and constructs from the Technology Acceptance Model (TAM). The aim is to explore how ChatGPT impacts cognitive skill development, career-relevant knowledge and skills, academic success, and career readiness. Employing a quantitative research approach, survey data from 290 students at University Teknologi Malaysia were analyzed using Structural Equation Modeling (SEM). Findings indicate that frequent ChatGPT usage positively affects cognitive skills and career-relevant knowledge. Specifically, high-quality ChatGPT outputs significantly enhance cognitive skills (β = 0.40, p < 0.001) and career-relevant knowledge (β = 0.36, p < 0.001). Personalized learning experiences through ChatGPT further support cognitive development (β = 0.23, p < 0.001) and career-relevant knowledge acquisition (β = 0.17, p < 0.001). The study also demonstrates that improved cognitive skills contribute to higher academic success (β = 0.35, p < 0.001) and greater career readiness (β = 0.28, p < 0.001). However, trust in ChatGPT and access to information alone did not significantly impact cognitive skills or career-relevant knowledge. Additionally, career-relevant knowledge alone did not predict substantially career readiness, highlighting the importance of practical experience and soft skills. While ChatGPT enhances academic performance and career preparation, potential challenges include over-reliance on AI and misinformation risks. The findings highlighted the need for balanced AI integration in education, complementing traditional methods with critical evaluation skills. Future research should examine how ChatGPT can be combined with other educational strategies to improve career readiness further and address AI’s limitations in educational settings.

[20]Fahmi Zaidi Abdul Razak,Mohd Amli Abdullah,Badli Esham Ahmad,Wan Hashridz Rizal Bin Wan Abu Bakar,Nur Aulia Fahada Binti Misaridin.The acceptance of artificial intelligence in education among postgraduate students in Malaysia[J].Education and Information Technologies,2024,30(3):1-21.
关键词:Artificial intelligence;Postgraduate students;Partial least squares;Unified Theory of Acceptance and Use of Technology 2
机构:Faculty of Business & Management,Universiti Teknologi MARA Cawangan Pahang, Jengka Campus,Bandar Tun Abdul Razak,26400,Jengka,Pahang,Malaysia;Universiti Islam Pahang Sultan Ahmad Shah,25200,Kuantan,Pahang,Malaysia;Academy of Language Studies,Universiti Teknologi MARA Cawangan Pahang, Jengka Campus,Bandar Tun Abdul Razak Jengka, 26400 Jengka, Pahang,Malaysia
摘要:The utilization of artificial intelligence (AI) among students is rapidly gaining prominence worldwide. However, Malaysia lags in terms of research and information in this area. This quantitative study aims to identify the factors that contribute to the adoption of AI among postgraduate students. The study focuses on the postgraduate student population in Malaysia, employing convenience sampling techniques. The research findings reveal that two variables, namely hedonistic and habit, significantly influence the adoption of AI among postgraduate students. These findings are expected to provide valuable insights to stakeholders for future implementation of AI among postgraduate students. By understanding the key factors influencing AI adoption, relevant parties can effectively strategize and enhance the utilization of AI technology in the postgraduate education landscape.

[21]Nisar Ahmed Dahri,Noraffandy Yahaya,Waleed Mugahed Al Rahmi,Muhammad Saleem Vighio,Fahad Alblehai,Rahim Bux Soomro,Anna Shutaleva.Investigating AI-based academic support acceptance and its impact on students’ performance in Malaysian and Pakistani higher education institutions[J].Education and Information Technologies,2024,29(14):18695-18744.
关键词:Artificial intelligence;AI in Education;UTAUT;Higher education;Student achievement;Academic support
机构:Faculty of Social Sciences and Humanities, School of Education,University Teknologi Malaysia,Johor Bahru,Malaysia;Computer Science Department,Community College, King Saud University,11437,Riyadh,Saudi Arabia;Department of Computer Science,Quaid-e Awam University of Engineering, Science, and Technology,Nawabshah,Pakistan;Institute of Business Administration,Shah Abdul Latif University,Khairpur,Pakistan;Department of Philosophy,Ural Federal University named after the First President of Russia B. N. Yeltsin,620002,Ekaterinburg,Russia
摘要:The rapid advancement of artificial intelligence (AI) technologies has led to a transformation in higher education worldwide. AI tools provide academic support to students anywhere and anytime to enhance their knowledge and skills. Those facing difficulties have been relying on traditional support and guidance. However, this support has experienced difficulties, including availability and accessibility. This study examines the potential of AI-powered tools to address these challenges, aiming to make academic support more accessible, efficient, and effective. This study focuses on understanding the determinants of AI tools' acceptance and use for academic support among students, influencing student satisfaction and academic performance in Pakistan and Malaysia. The research on AI tool acceptance and use in the higher education Institutions (HEI) context is still new and less explored in Pakistani and Malaysian higher education institutions. A theoretical model based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and other factors was employed to identify factors that affect AI tool adoption in higher education. The survey research design was employed, and the total sample size was 305 respondents, with 203 students from Quaid-e-Awam University of Science and Technology (QUEST), Pakistan, and 102 students from Universiti Teknologi Malaysia (UTM). A “Partial least squares structural equation modeling (PLS-SEM) Analysis” was employed to assess the research model and hypotheses using SmartPls 4.0. In Pakistan and Malaysia, students are more concerned about using AI tools to improve their academic performance. The findings indicated that performance and effort expectancy, information accuracy of AI tools, pedagogical fit to meet the student’s expectations, and student interaction with tools were important factors in predicting the acceptance and use of AI tools among students of both countries in higher education, and the rising use of these AI tools has improved students’ satisfaction levels and significantly impacted students learning outcomes in both countries. Additionally, student engagement and personal innovativeness have not significantly affected the use of AI tools among students in both countries. This study provides a comprehensive analysis of AI tool adoption in the unique contexts of Pakistan and Malaysia, contributing to the broader discourse on technology integration in higher education.

[22]Siti Norbaya Yahaya,Mohd Hafiz Bakar,Juhaini Jabar,Mariam Miri Abdullah,Yashveeni Segaran.Evaluating Students Acceptance of AI Chatbot to Enhance Virtual Collaborative Learning in Malaysia[J].International Journal of Sustainable Development and Planning,2024,19(1):
关键词:AI chatbot; collaborative learning; tertiary education; Malaysia
摘要:The pandemic COVID-19 has created a crisis in tertiary education sectors worldwide with significant impacts in Malaysia. It gives the challenge to students to cope with their new learning setup. However, with the help of technology such as AI chatbot, students can receive instant assistance in seeking and accessing information and limit the disruptions during online classes. Furthermore, the advancements in AI technology have led to improvements in natural language processing, enabling chatbots to engage in more natural interactions and provide better visual and audio representations. Therefore, the purpose of this study is to examine students’ acceptance on the effectiveness of AI chatbots to solve virtual class issues. The factors involved in this process were identified and include perceived ease of use, perceived usefulness, and perceived security. A total of 376 responses were taken into this study, and the data were analyzed using SPSS software. The results indicated that higher education authorities should focus on the effectiveness of AI chatbot by its perceived ease of use which has the highest significance value followed by perceived usefulness and perceived security as the less significance value. Findings were proved by testing through Pearson correlation coefficient and multiple linear regression. University authorities should provide students with basic techniques for learning, as well as sufficient understanding and teaching about the system's capabilities, which can help students' confidence in and willingness to adopt the technology.

[23]Shankar Pathiyil Ravi,Azhar Tayyaba,Nadarajah Vishna Devi,Er Hui Meng,Arooj Mahwish,Wilson Ian G.Faculty perceptions regarding an individually tailored, flexible length, outcomes-based curriculum for undergraduate medical students.[J].Korean journal of medical education,2023,35(3):235-247.
关键词:Artificial intelligence;Curriculum;Faculty;Medical students
机构:MU Centre for Education, International Medical University, Kuala Lumpur, Malaysia.;Department of Medical Education, Fatima Memorial Hospital College of Medicine and Dentistry, Lahore, Pakistan.;IMU Centre for Education, Faculty of Medicine Health, International Medical University, Kuala Lumpur, Malaysia.;IMU Centre for Education, School of Medicine, International Medical University, Kuala Lumpur, Malaysia.;Department of Medical Education, University College of Medicine and Dentistry, Lahore, Pakistan.
摘要:PURPOSE(#br) The perception of faculty members about an individually tailored, flexible-length, outcomes-based curriculum for undergraduate medical students was studied. Their opinion about the advantages, disadvantages, and challenges was also noted. This study was done to help educational institutions identify academic and social support and resources required to ensure that graduate competencies are not compromised by a flexible education pathway. (#br)METHODS(#br) The study was done at the International Medical University, Malaysia, and the University of Lahore, Pakistan. Semi-structured interviews were conducted from 1st August 2021 to 17th March 2022. Demographic information was noted. Themes were identified, and a summary of the information under each theme was created. (#br)RESULTS(#br) A total of 24 (14 from Malaysia and 10 from Pakistan) faculty participated. Most agreed that undergraduate medical students can progress (at a differential rate) if they attain the required competencies. Among the major advantages mentioned were that students may graduate faster, learn at a pace comfortable to them, and develop an individualized learning pathway. Several logistical challenges must be overcome. Providing assessments on demand will be difficult. Significant regulatory hurdles were anticipated. Artificial intelligence (AI) can play an important role in creating an individualized learning pathway and supporting time-independent progression. The course may be (slightly) cheaper than a traditional one. (#br)CONCLUSION(#br) This study provides a foundation to further develop and strengthen flexible-length competency-based medical education modules. Further studies are required among educators at other medical schools and in other countries. Online learning and AI will play an important role.

[24]Ibrahim Nurul Huda,Kassim Norasimah,Othman Salimah,Omar Azahadi,Shaari Norsuhaila,Awiskarni Anis Aslah,Abdul Patah Norafidza Ashiquin,Mohamed Nezuri Nabila,Zulfifli Maizatul Naqiah,Awang Mohd Nadzrul Anuar,Sani Muhamad Farid,Abdul Rashad Noorfadzlina,Mesbah Siti Farhana.Validation study on a prediction formula to estimate the weight of children & adolescents with special needs aged 2-18 years old.[J].Journal of health, population, and nutrition,2023,42(1):129-129.
关键词:Body weight estimation;Body weight formula;Children with special needs;MUAC
机构:Klinik Kesihatan Seremban, Seremban, Malaysia.;National Institute of Health, Ministry of Health Malaysia, Setia Alam, Malaysia.;Klinik Kesihatan Nilai, Nilai, Negeri Sembilan, Malaysia.;Klinik Kesihatan Putrajaya, Persint 18, Putrajaya, Malaysia.;Hospital Kuala Lumpur, Kuala Lumpur, Malaysia.;Family Health Development Division, Ministry of Health Malaysia, 62590, Putrajaya, Malaysia.;Klinik Kesihatan Seksyen 19, Shah Alam, Selangor, Malaysia.;Klinik Kesihatan Bandar Botanik, Ministry of Health, 42000, Klang, Selangor, Malaysia.;Klinik Kesihatan Cheras, Kuala Lumpur, Malaysia.;Institute for Public Health, Ministry of Health Malaysia, 40170, Setia Alam, Selangor, Malaysia. nurul_hudai@moh.gov.my.
摘要:BACKGROUND(#br) This study aims to validate two predictive formulas of weight estimating strategies in children with special needs, namely the Cattermole formula and the Mercy formula. (#br)METHODOLOGY(#br) A cross-sectional study with a universal sampling of children and adolescents with special needs aged 2-18 years old, diagnosed with cerebral palsy, down syndrome, autism and attention-deficit/hyperactivity disorder was conducted at Community-Based Rehabilitation in Central Zone Malaysia. Socio-demographic data were obtained from files, and medical reports and anthropometric measurements (body weight, height, humeral length, and mid-upper arm circumference) were collected using standard procedures. Data were analysed using IBM SPSS version 26. The accuracy of the formula was determined by intraclass correlation, prediction at 20% of actual body weight, residual error (RE) and root mean square error (RMSE). (#br)RESULT(#br) A total of 502 children with a median age of 7 (6) years were enrolled in this study. The results showed that the Mercy formula demonstrated a smaller degree of bias than the Cattermole formula (PE = 1.97 ± 15.99% and 21.13 ± 27.76%, respectively). The Mercy formula showed the highest intraclass correlation coefficient (0.936 vs. 0.858) and predicted weight within 20% of the actual value in the largest proportion of participants (84% vs. 48%). The Mercy formula also demonstrated lower RE (0.3 vs. 3.6) and RMSE (3.84 vs. 6.56) compared to the Cattermole formula. Mercy offered the best option for weight estimation in children with special needs in our study population.

[25]K. Kavitha,V. P. Joshith.The Transformative Trajectory of Artificial Intelligence in Education: The Two Decades of Bibliometric Retrospect[J].Journal of Educational Technology Systems,2024,52(3):376-405.
关键词:artificial intelligence;education;scholarly publications;bibliometric analysis;global trends;VOSviewer 1.6.20
机构:Department of Education, 206426 Central University of Kerala , Kasaragod, India
摘要:Integrating artificial intelligence (AI) stands out as the most dynamic and innovative breakthrough in introducing disruptive paths in the varied domains of education. This bibliometric analysis delved into the trajectory of AI’s evolving landscape within educational settings over two decades, encompassing 324 articles published from 2003 to 2023, sourced from the Scopus database. The study uncovers a substantial surge in publications with a steep increase from 2020, peaking in 2023. Notably, while established nations like China and the US lead in publications, notable contributions from other developing countries, including Saudi Arabia, India, and Malaysia, underscored a global shift. Key terms, including students, machine learning, AI and higher education, underpin the central focus research areas while emerging themes like “generative AI” and chatbots like “chatgpt” mark the evolving trends. Further, the study prompts sustained global partnerships, interdisciplinary collaborations, and continued exploration of emerging AI technologies to catalyze educational advancements.

[26]Smily Jesupriya Victor Paulraj,Siti Nur Azalia Mohamad Salleh,Jayachandran Vetrayan.Parental Occupation in Pre and Postnatal among Autism Spectrum Disorder[J].Environment-Behaviour Proceedings Journal (E-BPJ),2016,1(3):13-22.
关键词:Parental occupation; Autism spectrum disorder; Prenatal; Post-nata;Parental occupation; Autism spectrum disorder; Prenatal; Post-natal
机构:Universiti Teknologi MARA (UiTM), Faculty of Health Science, Puncak Alam,42300, Malaysia;Universiti Teknologi MARA (UiTM), Faculty of Health Science, Puncak Alam,42300, Malaysia;Universiti Teknologi MARA (UiTM), Faculty of Health Science, Puncak Alam,42300, Malaysia
摘要:This study aimed to examine the parental occupation in pre and post-natal among Autism Spectrum Disorder (ASD) and to identify the desired factors to work. The 124 samples ages between 26 to 52 years old including 59 males and 65 females from 5 difference rehabilitation centres were recruited. A self-rated parental occupation questionnaire was used to measure. Findingrnshows the parent who works in the high professionals and technicals has a high risk of having ASD. The factors which contribute to the desired parents to work in that field are earning more money, knowledge development and satisfying basic needs.rnrn© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creative commons.org/licenses/by-nc-nd/3.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of BehaviouralrnResearchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, UniversitiTeknologi MARA, Malaysia

[27]Mohd Shah Johan Hamzah,Syamimi Shamsuddin,Mohd Azfar Miskam,Hanafiah Yussof,Khadijah Said Hashim.Development of Interaction Scenarios Based on Pre-school Curriculum in Robotic Intervention for Children with Autism[J].Procedia Computer Science,2014,42214-221.
关键词:humanoid robot;rehabilitation robotics;Autism Spectrum Disorders (ASD) and human-robot interaction (HRI)
机构:Center for Humanoid Robots & Bio-sensing, Faculty of Mechanical Engineering, Universiti Teknologi MARA, 40450 Selangor, Malaysia;;Faculty of Manufacturing Engineering, Universiti Teknikal Malaysia Melaka, Hang Tuah Jaya, Durian Tunggal, 76100 Melaka, Malaysia;;Faculty of Education, Universiti Teknologi MARA, 40450 Selangor, Malaysia
摘要:Abstract(#br)This research deals with the fundamental study on the social effects of robotic interaction to children with autism. Autism is a developmental disorder caused by abnormal development of the brain. It is characterized by deficits in social and communication skills and also behavior stereotypies. Robotic intervention has been identified as one of the methods that are producing encouraging outcome in the rehabilitation of children with autism. The main purpose of this project is to design interactive scenarios according to its level of complexity using a humanoid robot based on the pre-school curriculum for children with special needs by the Ministry of Education Malaysia. Expertise from related field including rehabilitation and special education are involved to ensure that the scenarios’ designs meet the requirement and needs of children with autistic characteristics. Focusing on language skills, the interaction aims to facilitate autistic children who face difficulties in communication and socializing. This shall help them to express themselves better to their peers and other people.

[28]Masrita Mohamed Rosli,原早恵子.马来西亚的OT服务现状[A].Proceedings of the 8th Beijing International Forum on Rehabilitation[C].中国康复研究中心:2013:641-643.
关键词:马来西亚;康复;OT;现状
摘要:历史-OT服务始于1958年-马来西亚OT协会（MOTA）成立于1969年（经WFOT注册）-执照:联合健康职业行为（AHPA）发展中（起草阶段）-收费（注册）:门诊病人1RM（注:马来西亚货币）,外科专家门诊5RM,老年人、精神病人以及有福利保障者免费。在马来西亚具有资格的康复从业人员OT的总人数:1232人891名OT（卫生部:政府医院和诊所）,213名OT（私营机构）,21名OT（福利部门）预计:未来5年内需要5000名OT※PT:约3000人,ST:<100人教育机构OT的学院教育始于1984年。目前有2所学院、3所政府大学和3所私立学院提供OT课程（学历/学位证）。※PT:31所学院/大学如何接触并跟进病人-住院病人通常为平均58天-OT服务的施行-医院治疗+社会治疗（保健诊所）-对出院的病人（二级/三级）,将会通过健康诊所和私人护理方式进行跟进治疗。未来规划-专业领域内的OT需求;神经病学、小儿科、手、精神病学、循证、保守疗法及其他-小儿康复;学校里的OT需求:对社会的早期介入-重返工作,专业康复:针对创伤患者和精神病患者-建筑无障碍Selayang Hospital（三级医院）PT（17）/OT（12）/ST（2）人OT部门由物理治疗和精神病学治疗两部分组成。<物理治疗>-儿科/骨科/外科/烧伤科/手及显微外科/神经医学/老年医学<精神病学治疗>日本青年协力队正在精神病学部门工作（成人）-儿童精神病学:自闭症、LD、ADHD、MR及其他-成人精神病学:精神病/神经疾病（住院病人:急性期/门诊病人）-社区精神病学:家访（例如ADL/IADL活动等）-就业支持计划（与医院饮食合作）-5S（风险控制）-推荐表、评估-教育:0T学生

[29]Tan K L,Yadav H.Reassessment on the development of children with disability in Malaysia.[J].The Medical journal of Malaysia,2008,63(1):17-20.
机构:Department of Social and Preventive Medicine, University of Malaya, Kuala Lumpur. tan_kleong@yahoo.com
摘要:This is a cohort study investigating the profile of children with disability registered with the primary health care clinics in Malaysia. The purpose of the study was to determine whether reassessment on the development of children with disability under rehabilitation should be done at three months interval or six months interval. Secondary data from the pilot project conducted by the Family Health Development Division, Ministry of Health Malaysia was used in this study. The study was carried out for seven months from 1st August 2004 until 28th February 2005. A total of 168 disabled children followed up for six months were selected in this study. Schedule of Growing Scale (SGS) II was the tool used for analysis. Results showed a statistically significant difference in the mean total SGS score at six months interval but not at three months interval. The result suggests that reassessment on children with Down Syndrome, Autism, Cerebral Palsy, mental retardation and delayed speech under rehabilitation should be carried out every six months while children with gross developmental delay and slow learner might need a longer interval for reassessment.