Table 1
Respondents views of Grammarly as a paraphrasing tool (n = 204).
| GRAMMARLY FOR ACADEMIC WRITING | GENDER | MEAN | Std. DEV | t | Sig. VALUE | |
|---|---|---|---|---|---|---|
| It is an excellent academic writing for correcting grammar and spelling mistakes. | Male | 93 | 3.78 | 1.01 | 0.25 | 0.68 |
| Female | 111 | 3.68 | 1.05 | |||
| It clarifies the meaning of concepts and increases the readability of the text in my academic writing. | Male | 93 | 3.61 | 1.30 | –1.32 | 0.59 |
| Female | 111 | 3.34 | 1.45 | |||
| It is an easy GenAI tool to use for my academic writing. | Male | 93 | 3.67 | 1.29 | 0.28 | 0.58 |
| Female | 111 | 3.90 | 0.89 | |||
| It offers helpful suggestions to support my academic writing style. | Male | 93 | 3.46 | 1.11 | –0.22 | 0.72 |
| Female | 111 | 1.23 | ||||
| It gives instant feedback on my writing and tracks possible plagiarism in academic writing. | Male | 93 | 3.17 | 1.09 | 0.87 | 0.56 |
| Female | 111 | 3.08 | 1.22 | |||
| It helps me write concisely and has faster corrections than other grammar checker tools. | Male | 93 | 3.47 | 1.10 | –1.02 | 0.89 |
| Female | 111 | 3.16 | 1.20 | |||
| It facilitates collaborative writing with ease and increases confidence in using the tool. | Male | 93 | 3.66 | 1.30 | 0.32 | 0.62 |
| Female | 111 | 3.81 | 0.98 | |||
| It improves sentence construction and increases the vocabulary in my academic writing. | Make | 93 | 3.58 | 1.26 | –1.00 | 0.51 |
| Female | 111 | 3.21 | 1.09 | |||
| It helps in real-time writing and provides valuable suggestions for improving my writing style. | Male | 93 | 3.08 | 1.22 | –1.66 | 0.55 |
| Female | 111 | 3.14 | 1.03 | |||
| It supports my personal writing goals. | Male | 93 | 3.69 | 1.18 | –122 | 0.59 |
| Female | 111 | 3.69 | 1.11 | |||
Table 2
Sampled views of AI-generated tools (n = 204).
| GENAI TOOLS | GENDER | N | MEAN | Std. DEVIATION | Std. ERROR MEAN |
|---|---|---|---|---|---|
| Grammarly | Male | 93 | 3.3 | 1.09 | 0.24 |
| Female | 111 | 3.4 | 1.32 | 0.18 | |
| Gamma | Male | 78 | 3.6 | 1.06 | 0.13 |
| Female | 127 | 3.1 | 1.00 | 0.11 | |
| ChatGPT3.5 | Male | 109 | 3.4 | 1.23 | 0.14 |
| Female | 96 | 3.7 | 1.34 | 0.21 |
Table 3
A computerised t-test for AI-generated tools.
| LEVENE’S TEST FOR THE EQUALITY OF VARIANCES | T-TEST FOR EQUAL MEANS | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| F | Sig. | t | df | Sig. (2-TAILED) | MEAN DIFF. | Std. ERROR DIFF. | 95% CONFIDENCE INTERVAL OF THE DIFFERENCE | |||
| LOWER | UPPER | |||||||||
| Usage of GenAI tools | Equal variances assumed | 0.47 | 0.52 | 0.58 | 109 | 0.42 | –0.24 | 0.30 | –0.89 | 0.41 |
Table 4
Gamma.ai as a design tool for the course (n = 204).
| STATEMENTS | Gender | MEAN | Std. DEV | t | Sig. VALUE | |
|---|---|---|---|---|---|---|
| It offers a user-friendly interface that allows one to create effective PowerPoint presentations. | Male | 93 | 3.88 | 1.01 | 0.27 | 0.58 |
| Female | 111 | 3.68 | 1.05 | |||
| It supports interactive multimedia content for my course. | Male | 93 | 3.66 | 1.26 | –1.45 | 0.59 |
| Female | 111 | 3.30 | 1.16 | |||
| It allows for customised and engaging learning experiences in the online course. | Male | 93 | 3.77 | 1.09 | 0.38 | 0.68 |
| Female | 111 | 3.80 | 0.81 | |||
| It supports collaboration and communication among students and lecturers through online discussion forums or chats. | Male | 93 | 3.16 | 1.01 | –0.26 | 0.62 |
| Female | 111 | 3.24 | 1.13 | |||
| It enables lecturers to track student progress and monitor performance. | Male | 93 | 3.10 | 1.09 | 0.88 | 0.52 |
| Female | 111 | 3.08 | 1.12 | |||
| It provides personalised feedback and adaptive learning experiences. | Male | 93 | 3.33 | 1.40 | –1.08 | 0.81 |
| Female | 111 | 3.16 | 1.23 | |||
| It can develop teaching materials that align with various learning styles. | Male | 93 | 3.76 | 1.39 | 0.39 | 0.60 |
| Female | 111 | 3.61 | 0.98 | |||
Table 5
ChatGPT3.5 as a prompt chatbot (n = 204).
| GENDER | MEAN | Std. DEV | t | Sig. VALUE | ||
|---|---|---|---|---|---|---|
| It is an easy and useful tool in my course | Male | 93 | 3.78 | 0.88 | 0.20 | 0.66 |
| Female | 111 | 3.81 | 0.75 | |||
| It helps me to complete tasks and activities faster in my online course. | Male | 93 | 3.61 | 1.30 | –1.32 | 0.59 |
| Female | 111 | 3.34 | 1.45 | |||
| It is easy to become proficient with using the chatbot. | Male | 93 | 3.67 | 1.29 | 0.28 | 0.58 |
| Female | 111 | 3.90 | 0.89 | |||
| It increases my efficiency in my online course. | Male | 93 | 3.46 | 1.11 | –0.22 | 0.72 |
| Female | 111 | 1.23 | ||||
| It promotes interaction with the chatbot, which is clear and understandable for use in my online course. | Male | 93 | 3.17 | 1.09 | 0.87 | 0.56 |
| Female | 111 | 3.08 | 1.22 | |||
| It is an excellent communication tool for my online course. | Male | 93 | 3.47 | 1.10 | –1.02 | 0.89 |
| Female | 111 | 3.16 | 1.20 | |||
| It is an effective tool that creates an enjoyable and entertaining environment in the online course. | Male | 93 | 3.66 | 1.30 | 0.32 | 0.62 |
| Female | 111 | 3.81 | 0.98 | |||