Artificial intelligence and its role in the learning process for students of the Automated Media Department (A study on students of the Automated Media Department at the University of Djelfa Algeria)

Artificial Intelligence and its Role in the Learning Process for Students of the Automated Media Department (A Study on Students of the Automated Media Department at the University of Djelfa Algeria)

Ouanouki Abdelkader, Omrani Amine

Ziane Achour University of Djelfa (Algeria)

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500023

Received: 15 April 2025; Accepted: 25 April 2025; Published: 28 May 2025

Summary of the Study

Our study focuses on the role of artificial intelligence in the educational process. The field study was conducted on students in the Department of Computer Science at the University of Djelfa, Algeria. We used ChatGPT and Duolingo as models for education and the extent to which students benefit from these two platforms, whether in their lessons and lectures or in learning languages ​​and other sciences. AI has revolutionized the way we approach education, starting with personalized learning algorithms that allow learners to engage in dialogue and receive instruction in a smooth and purposeful manner. All AI-powered tools and technologies enhance the learning experience for students in ways we never imagined before. They make the educational process more interactive and impactful, and they contribute to the creation of personalized study plans and tests that match the strengths and weaknesses of each student, which enhances the learning experience and increases students’ motivation to learn.

Keywords: artificial intelligence, ChatGPT platform, duolingo platform, education, university student, university.

ملخص الدراسة:

تتمحور دراستنا هاته حول دور الذكاء الاصطناعي في العملية التعليمية، وقد أجريت الدراسة الميدانية على طلبة قسم الإعلام الآلي بجامعة الجلفة الجزائر، واستخدمنا منصتي ChatGPT وDuolingo نموذجا للتعليم ومدى استفادة الطلبة من هاتين المنصتين سواء باستخدامهما في دروسهم ومحاضراتهم أو تعلمهم اللغات والعلوم الأخرى، باعتبار أن الذكاء الاصطناعي  قد أحدث ثورة حقيقية في كيفية تعاملنا مع التعليم، بدءًا من خوارزميات التعلم الشخصي، التي تسمح للمتعلم بالحوار وتلقين التعليم بطريقة سلسلة وهادفة، لأن كل الأدوات والتقنيات المدعومة بالذكاء الاصطناعي تقوم بتحسين تجربة التعلم للطلبة بطرق لم نكن نتخيلها من قبل، فهي تجعل من العملية التعليمية أكثر تفاعلية وتأثيرًا، كما تساهم في إنشاء خطط دراسية واختبارات مخصصة تتناسب مع نقاط القوة والضعف لكل لدى الطلبة مما يعزز من تجربة التعلم ويزيد من دافعية الطلاب للتعلم.

الكلمات المفتاحية: الذكاء الاصطناعي، منصة ChatGPT، منصة Duolingo، التعليم، الطالب الجامعي، الجامعة.

INTRODUCTION

Recent years have witnessed tremendous development in the field of artificial intelligence (AI), with its applications becoming an integral part of our daily lives, even extending to all areas of our lives. One of the areas where AI has had a significant impact is education and learning. ChatGPT and Duolingo are prominent examples of how AI can be leveraged to enhance the learning experience and make it more interactive and effective. These platforms not only provide advanced educational tools, but also reshape the way we learn, making education more personalized and flexible.

ChatGPT, developed by OpenAI, is a language model based on advanced AI techniques such as deep learning and natural language processing (NLP). This platform is distinguished by its ability to understand human language and interact with users in a natural and smooth manner. In the field of education, ChatGPT is used as an assistant tool for both students and teachers, Students can benefit from it by getting instant answers to their questions, explaining complex concepts in a simplified manner, or even assisting with writing research papers and projects, For teachers, it offers the opportunity to create personalized educational content, design interactive tests, or even provide immediate support to students outside of the classroom. Thanks to its ability to adapt to users’ needs, ChatGPT has become an intelligent educational partner that enhances the self-learning process.

On the other hand, Duolingo is one of the most popular educational platforms that rely on artificial intelligence for language learning. Duolingo was founded on the idea of ​​making language learning available to everyone for free and easy. The platform relies on intelligent algorithms that assess the user’s level and provide personalized lessons based on their progress. Duolingo is distinguished by its ability to analyze the user’s performance, identify their weaknesses, and then provide additional exercises to improve those areas. In addition, Duolingo uses artificial intelligence technologies to create interactive learning experiences, such as conversations with intelligent robots that help users practice the language in real-life contexts, These features make the language learning process more enjoyable and effective, as the educational content is dynamically adapted to each user’s needs. When comparing the two platforms, we find that each reflects a different aspect of AI’s potential in education, ChatGPT focuses on providing personalized educational content and immediate interactive support, while Duolingo relies on intelligent adaptation to enhance the language learning experience. However, both platforms share a central goal: making education more personalized and effective, Thanks to AI, students can learn at their own pace, receive immediate feedback, and access rich and diverse educational resources.

AI applications have become a fundamental pillar in transforming and developing the education sector, providing innovative solutions to enhance the learning process and make it more effective and inclusive. ChatGPT and Duolingo are prominent examples of how AI is being leveraged to revolutionize the way we learn. These platforms go beyond providing educational content; they also personalize the learning experience, improve engagement, and provide intelligent learning tools that meet the individual needs of learners.

General Framework of the Study

Research Problem:

Artificial intelligence applications such as ChatGPT and Duolingo demonstrate how technology can reshape the future of education by providing personalized and interactive learning experiences. These platforms contribute to enhancing the learning process and making it more engaging and effective. As artificial intelligence continues to evolve, we can expect more innovations that will change the way we learn, opening new horizons for lifelong learning. Therefore, our problem can be presented as follows:

Does artificial intelligence contribute to the learning process of university students using the ChatGPT and Duolingo platforms ?

Study Sub-Questions:

This problem includes the following sub-questions:

• Does the ChatGPT platform help students review and understand their lectures?
• Does the ChatGPT platform contribute to their academic research?
• Does the Duolingo platform contribute to foreign language learning from the students’ perspective ?

Importance of the Study:

Given the importance of artificial intelligence in human life, the presence of previously programmed machines has become increasingly important, as they will replace the human mind in many areas. This has led humans to strive to create machines to facilitate their daily lives. Machines and functions have diversified, strengthening the relationship between humans and machines. This has further enhanced the role and importance of artificial intelligence, which can be explained as follows (Abdel Nour, 2005, 9):

• Artificial intelligence (AI) is one of the most prominent technological transformations impacting the education sector, radically changing teaching and learning methods. Among its most prominent benefits are:
• AI can analyze student performance and provide personalized lessons based on their strengths and weaknesses.
• Smart assistants such as ChatGPT help explain concepts and answer questions instantly.
• AI applications can automatically grade tests using natural language processing (NLP) techniques.
• Platforms such as Duolingo and Khan Academy use AI to provide a flexible and effective learning experience.
• Chatbots provide immediate support to students outside of regular school hours.
• Artificial intelligence will contribute to preserving the accumulation of human expertise by transferring it to machines.
• Artificial intelligence is evident in the way its mechanisms and applications improve the performance of individuals and institutions within a single society. Thanks to AI applications, humans can complete processes or tasks that previously required time and effort.
• These applications enable us to understand data on a scale unattainable by humans, providing a more comprehensive understanding of the abundance of available data and increasing reliance on predictions to automate highly complex tasks. This enables more institutions to create and train AI algorithms.

Study Objectives:

Through this study, we seek to achieve a set of objectives, which we summarize as follows:

• To seek to generalize the use of the ChatGPT and Duolingo platforms in all Algerian educational institutions to achieve authentic learning.
• To raise awareness of the potential for self-learning through AI technologies, through the ChatGPT and Duolingo applications and other educational applications, programs, and websites.
• The study demonstrates the extent to which ChatGPT and Duolingo platforms strive to achieve diverse educational goals, from personalizing education and improving engagement to expanding access to education.
• It reveals that, thanks to the use of artificial intelligence, these platforms have become powerful tools for enhancing the learning process, making it more effective and inclusive, and providing innovative solutions that meet the needs of modern learners.

Study Hypotheses:

General Hypothesis: Artificial intelligence contributes to the learning process of university students using ChatGPT and Duolingo.

Sub-Hypotheses:

• ChatGPT helps students review and understand their lectures.
• ChatGPT contributes to their academic research.
• Duolingo contributes to foreign language learning from the students’ perspective.

Basic Concepts of the Study:

• Artificial Intelligence: The creation of self-learning information systems that use and extract commands from data. AI applications then apply this knowledge to solve new problems and address them in human-like ways. For example, AI technology can respond to human conversations in a meaningful way, creating original images and texts, and making decisions based on the input data.
• University Students: Ismail Ali Saad defined students in his research as young people, an age group that occupies a distinct position in building society. They are energetic and capable of work and activity. They also possess a psychological and cultural structure that enables them to adapt, adapt, integrate, and participate with great energy, working to achieve society’s goals and aspirations.
• ChatGPT Platform: ChatGPT is an advanced artificial intelligence model or application based on Transformers technology. It is designed to understand and process natural language interactively. It functions as a chatbot, can answer questions, edit texts, and provides assistance in various scientific fields and areas. It has the ability to learn from interactions to improve its performance.
• Duolingo Platform: Duolingo offers a digital educational service based on smart learning (adaptive learning) in the form of fun and engaging games and interactions. The goal is to teach languages ​​interactively. Lessons are presented in the form of short exercises based on writing, listening, and reading to motivate users.

Previous studies:

Study of María, Olivia, Verónica, Francisco (2023):

Study title: Writing, creativity, and artificial intelligence. ChatGPT in the university context.

The main objective of the research is to study the creative potential of Artificial Intelligence (AI) for writing skills in an educational context. The research aims to provide evidence on the use of AI and contribute to its integration in the classroom as a support for the teaching-learning process. Two types of research designs were established: a descriptive

and comparative non-experimental quantitative research, and a quasi-experimental pretest-posttest study. The sample consisted of 20 AI systems and 193 university students who were given Games 2 and 3 of the Spanish PIC-A test (“Creative Imagination Test for Adults”). The students repeated the games, assisted by ChatGPT, to compare the possible improvement of their productions. The findings reveal statistically significant differences between the AIs and the students in the indicators of fluency, flexibility, and narrative originality in Game Furthermore, significant differences are found between students’ pre-test and post-test scores in fluency, flexibility, and narrative originality in Game 2 and in fluency in Game 3. Finally, the assistance provided by AI in writing tasks and verbal creativity is highlighted, and this should be considered in language teaching; in any case, AI cannot replace human intelligence and creativity.(María-Isabel and others, 2023, 45)

Study of Deden, Ervina, Hero, Dianita, Susiyanti (2023):

Study title:Duolingo as an Artificial Intelligence Technology-Based Learning System in English

The evolving techniques of online-based learning place a demand on learning English via technology media. An alternative for learning English is through Duolingo media. The purpose of this study is to learn how to use Duolingo media to help students learn English more effectively. A qualitative methodology and action research in the classroom design were employed in this study. This research was conducted at SMAN 11 Garut, involving 50 students. Data obtained from the results of observations, interviews, and tests. The results of this study indicate that there is an increase in students’ ability to learn English by using Duolingo media.

Based on the interviews that the researchers submitted to the students, they said that learning English using Duolingo was very interesting and gave them new experiences; they really enjoyed learning while playing using Duolingo. This is very interesting for students because they respond very well to this medium; they easily understand the material; it allows all students to get a fair turn in practicing the material; Duolingo can eliminate boredom in learning; and it also encourages them to learn new things.

concepts in learning. Furthermore, based on the findings of the study, pupils could communicate in English using the Duolingo program. They are more comfortable speaking English. This implies that the Duolingo program is useful for students learning to speak and developing their communication skills. This demonstrates that Duolingo may be used as an alternate method of learning English. The Duolingo mobile application has the potential to greatly enhance student learning results and boost student participation (Deden and others, 2023 , 1085).

Researcher Susan Salah Muhammad’s study (2023).

Study title: Using ChatGPT as an AI application to support the educational process.

The study aimed to identify one of the AI ​​applications, ChatGPT, and the importance of its use in education. It used an inductive approach through theoretical analysis of AI and its applications in general, and the application of ChatGPT in particular. Among its most prominent findings were:

• The necessity of using AI applications in the educational process, but with specific caveats, including not neglecting the role of the teacher during the use of these applications, including guidance, counseling, and supervision.
• The necessity of utilizing the vast amount of resources available in the ChatGPT application to support students’ ability to innovate and problem-solving skills, and to avoid students with disabilities (Nizar, 2024, p. 36).

Study by Magdy Salah Taha Al-Mahdi (2021).

Study title: Education and Future Challenges in Light of the Philosophy of Artificial Intelligence.

The study addressed the penetration of artificial intelligence into all private educational fields, which was supported by programs that had a positive impact, especially for people with high aspirations, providing them with greater space and privacy.

Among the findings of this study, which confirms that despite the importance and benefits of these applications, the negatives of their use must not be overlooked. These negatives may prevent their full benefit, despite their availability, in order to overcome them in future education. These include:

• The high cost of using, updating, and maintaining artificial intelligence systems.
• Concerns about the behaviors and practices related to human ethics and values ​​that may result from artificial intelligence applications.
• The loss of the ability of artificial intelligence systems and applications to change and develop their operating system if they receive the same data each time, which may render them useless at a certain stage.
• The dismissal of many human workers due to reliance on artificial intelligence applications instead of humans, leading to an increase in unemployment due to a 50% reduction in job opportunities. • The decline in the role of medium-sized companies in producing artificial intelligence applications as a result of the dominance of large companies (Al-Mahdi, 2021, p. 139).

The Theoretical Aspect of the Study

The Concept of Artificial Intelligence:

This term has become increasingly used recently in light of the technological renaissance the world is witnessing in the field of machine development. Although artificial intelligence was merely a dream presented by directors in fantasy films until the mid-twentieth century, today it has become a tangible reality that we often resort to, even if we sometimes don’t realize it. In fact, determining whether the machine we use is characterized by artificial intelligence is difficult and relative. There is no specific definition of artificial intelligence, but we can say in brief that: Artificial intelligence is a branch of science concerned with machines that enable us to solve the types of problems that humans resort to using their own intelligence to solve. (Al-Farra, 2012, 3).

Artificial intelligence (AI) is the computer simulation of human intelligence processes. The main characteristic of an AI system is that it learns from each operating cycle (a feedback loop), thus improving its performance (becoming smarter) during each successive iteration by correcting and improving its errors. (Nazim and Afram, 2023, 433)

The goal of artificial intelligence is to create self-learning information systems that extract meanings and commands from data. The AI ​​then applies that knowledge to solve new problems in human-like ways. For example, AI can respond to human conversations in a meaningful way, generating original images and text, and making decisions based on the input data. In general, artificial intelligence can be defined as the study, analysis, and design of intelligent systems that understand their environment and take actions that maximize their chances of success. In short, it is the science and engineering of creating intelligent machines.

Objectives of Artificial Intelligence:

Building intelligent machines that are similar to humans:

Artificial intelligence aims to understand the nature of human intelligence by creating computer programs capable of simulating intelligent human behavior. A computer program’s ability to solve a problem or make a decision in a given situation based on a description of that situation means that the program itself finds the method to follow to solve the problem or reach a decision by referring to the many diverse inferential processes with which it is fed. This is considered an important turning point that goes beyond what is known as “information technology,” in which the inferential process is performed by humans. The most important reason for using computers is their superior speed. Although we cannot define human intelligence in general, we can shed light on a number of criteria by which it can be judged. These criteria include the ability to generalize and abstract, recognize similarities between different situations, adapt to new situations, detect and correct errors to improve future performance, etc. Artificial intelligence is often mistakenly equated with cybernetics, which deals with the mathematical properties of feedback systems and views humans as mere machines. (Bonnet, 1993, Kuwait, 11).

Assisting humans in their tasks:

Artificial intelligence is concerned with the cognitive processes humans use to perform tasks we consider intelligent. These tasks vary greatly in nature. They may include understanding spoken or written linguistic text, playing chess or bridge, solving a puzzle or mathematical problem, writing a poem, making a medical diagnosis, or finding a way to get from one place to another, An AI researcher begins his work by first choosing an activity that is considered “intelligent.” He then makes some assumptions about the information and inferences that humans use when performing this activity. He then enters these into a computer program and observes the behavior of this program. Observing the program may lead to discovering its shortcomings, which leads to introducing modifications and developments in its theoretical foundations, and consequently in the program itself. This in turn leads to different behavior of the program, and subsequent observations and developments… and so on. (Anne Bonnet, 1993, Kuwait, 12).

Using cognitive simulation for scientific knowledge, just like the human mind:

The problems addressed by artificial intelligence are predominantly “combinatory explosions.” This means that the number of possibilities to be considered is so large that the optimal solution, if one exists, cannot be reached through direct searches. This is because the search process takes a very long time, or because it requires a very large memory capacity that exceeds the memory capacity of a computer or a human. For example, the possible moves of chess pieces in a single turn have been estimated at approximately 10^120. It is clearly impossible to examine the entire set of these moves or store them in a computer, along with an estimate of the suitability of each one. In fact, there is a fundamental difference between a mathematician and an AI practitioner in this regard. While a mathematician seeks to prove that there is a solution to the problem they are investigating (or that there is no solution), and does not mean the means by which a solution can be reached, we find that an AI practitioner seeks a solution to the problem that may not be the correct or completely optimal solution, but that is acceptable to anyone interested in the problem and does not require more time than necessary. Finding it in real-world situations where all the information required to solve the problem may not be available.

Take, for example, the Giant Knot game. A mathematician aims to prove that there is an algorithm to solve the game in, say, seven steps. Meanwhile, an AI practitioner uses all their skill to develop a solution program based on sound reasoning. The number of steps required for the solution is not of primary importance. The prevailing trend in AI is that good organizational principles are more important than computational speed, and mathematics plays a prominent role at the logical level. Although the most obvious branch of logic in the minds of researchers is deductive logic, it is certainly less important than inductive or inferential logic in most of our intelligence-related activities (Anne Bonnet, 1993, Kuwait, 13).

Artificial Intelligence and Education:

In the field of teaching, AI and education are an ideal solution. AI tools allow students to hone their skills and improve their weaknesses outside of the classroom. AI provides a personalized learning experience without the need for a teacher to answer questions throughout the day. AI-powered chatbots can quickly answer students’ questions, as AI “aims to understand the way AI works” (Anne Bonnet, 1993, Kuwait, 11). This is achieved through a variety of information that form an understanding of human thought and comprehension.

Mobile and Computer Applications: AI can design interactive applications that help users learn Arabic by offering various lessons and exercises. It can also use machine learning techniques to analyze user performance and provide AI-tailored instruction tailored to their level.

Translation Mechanism: AI can use deep learning techniques and translation mechanisms to improve the comprehension of Arabic texts for non-native speakers. It can also learn Arabic grammar and morphology and apply them to texts to create understandable and accurate translations.

Natural Language Learning: AI can learn Arabic grammar rules and apply them to creating texts and dialogues. It can be used to teach Arabic to beginners. AI can also generate human voices that pronounce words and sentences correctly.

Creating Curricula: AI can analyze existing curricula and suggest improvements and additions to Arabic language teaching. It can also generate educational content that can be used in schools and universities to teach Arabic to non-native speakers. In fact, since all these suggestions were not suggestions, but rather AI suggestions in the application of (AI) in a dialogue with him about whether it is possible for a machine to learn Arabic to non-native speakers, he stated that it can learn Arabic to non-native speakers using a set of methodologies he outlined.

For our part, we also agree with AI on all the suggestions it presented and the explanation of each point, which were a set of positive methodologies that will greatly benefit learners. Currently, there are numerous studies demonstrating superiority in the ability to learn quickly and inexpensively. Most individuals learn many things, not just languages, quickly and at any time, because this feature ensures they are free from inconvenience and the fear of making mistakes. At another point, artificial intelligence does not replace real teachers, stating that: “There must be a balance between the use of technology and human interaction to ensure the best results in teaching Arabic to non-native speakers.”

Researchers (Vincent Haller and Bass) analyzed 10 previous independent studies consisting of 30 experiments involving approximately 10,000 students to determine the effects of using computer-enhanced learning within the traditional education system on student achievement compared to the achievement of others who studied traditionally… The results also indicated that computer-enhanced learning was more effective on student achievement than traditional learning methods (Ramadan, 2020, 372).

Artificial intelligence provides an individualized learning experience without the need for a teacher to answer questions and wait for days. It guarantees students success quickly and at any time.

About the ChatGPT platform:

ChatGPT is an AI tool that uses a language processing model. It interacts with individuals in a chat-like manner and examines a large database of information to generate human-like responses to questions and requests. It stands out among previous AI tools due to its comprehensive ability to complete complex and lengthy tasks such as writing articles, creating scripts, planning lessons, and much more. It can complete these tasks in seconds, providing a convenient and fast new way to generate coherent information.

ChatGPT: An abbreviation for Transformer Chat Generative Pre-trained, it is a chatbot that can understand and answer questions in natural language. The program uses artificial intelligence and was developed to understand the meaning of words and phrases and generate relevant responses based on context using machine learning algorithms fed by millions of text and speech data available online. (Balila, 2023, p. 97).

ChatGPT is the latest chatbot developed by Open AI and is one of the largest language models ever created. It was trained on a massive amount of text data, allowing it to produce text that resembles text written or spoken by humans in a wide range of fields. It has been used in a range of applications, including language translation, summarization, and question answering. (Saif, Majid, 2023, p. 20).

The importance of the ChatGPT platform in the field of education:

Using this platform in the field of education has many benefits, which can be summarized as follows:

Supporting self-learning: By providing instant answers, students can obtain quick and accurate answers to their questions at any time, which enhances independent learning and simplifies difficult concepts and explains them in an easy-to-understand manner.

Assisting students with homework: By solving mathematical problems, analyzing literary texts, or even writing reports and providing illustrative examples to help students understand how to apply concepts.

Language Learning: It helps with conversation practice. It is a conversational partner for learning new languages, correcting linguistic, grammatical, and spelling errors, and providing explanations of grammar rules. Conversation is the most important goal for those learning any language, and it is the primary criterion for judging a person’s proficiency in the language. Some linguists and language education experts have realized this and have made conversation the focus of language teaching. This includes choosing textbook texts, suggesting language activity methods in classrooms, and motivating students to learn the language (Ismail, 2024, p. 582).

Providing Additional Educational Resources: This program suggests references, such as books, articles, or educational videos to deepen students’ understanding of a specific topic. It can also summarize long texts or lessons to facilitate review.

Interactive Learning: It provides an interactive conversational experience that makes learning more engaging and interesting. Students can ask follow-up questions to gain a deeper understanding of the topic.

Bridging educational gaps: Providing information to everyone helps students in remote areas or those who lack access to quality education access accurate and comprehensive information. It can also be an effective tool in improving the online learning experience.

Stimulating curiosity and continuous learning: It can answer students’ questions outside the curriculum, encouraging them to learn outside the box. It also provides additional information on topics of interest to students, motivating them to self-learn.

Improving writing and reading skills: By reviewing texts, it helps students improve their writing by offering suggestions for improving grammar, style, organization, and idea generation. It helps generate ideas for essays or research projects.

There is no doubt that reading is an extremely important tool for those learning a new language. It provides them with a wealth of linguistic knowledge, enables them to develop correct styles, and helps them understand phrase structures. It also plays a role in educating and expanding their knowledge, exposing them to the creative and intellectual output of the language they are learning. The ChatGPT application can play a significant role in teaching reading to those who are learning. Here is a practical experience from a teacher and researcher who used ChatGPT to teach reading: “The application has greatly helped my students learn to read and write. They often read essay topics through ChatGPT that they are asked to read as a title. It presents the topic to them, and the student can interact with it and change it by clicking on the Generate button for better content. Then they read and educate themselves to gain information based on what they have read. Then, in a later class, I ask my students to write about the requested topic, which was generated through chat.” (Abdul Hamid, 2024, 9)

In short, ChatGPT can be a powerful tool in education, enhancing self-directed learning, supporting teachers, and providing interactive and personalized learning experiences, contributing to the overall quality of education.

Example: The second example in mathematics:

We pose the question as follows: Solve the following equation: X²– x – 12 = 0

then click on the arrow (as shown in the figure below)

Figure (1), (Source: Compiled by the researchers using the ChatGPT application)

About the Duolingo app:

This free digital app can be downloaded to your smartphone via the Play Store. It was designed for two main purposes: teaching English to non-native speakers and enabling English speakers to learn other international languages, such as German, Spanish, French, Arabic, etc.

The credit for developing this global digital application goes to Professor Louis Milan, a professor at Carnegie Mellon University, who came up with the idea in late 2009. He brought in a team of six people. Louis conceived of this project to meet the needs of society in two important areas: education and translation in an easy, fast, and enjoyable way. In 2011, Louis’s project received funding, and the trial version of the application was launched in the same year. The official version was launched in 2012, gaining the admiration of millions of people who wanted to learn international languages.

Duolingo is the most famous application in the world dedicated to teaching languages, and thus teaching skills according to a series of lessons and activities arranged in the form of units (Omra, 2023, 117).

Features of the Duolingo digital app:

This app is one of the most popular digital language learning apps, boasting many features that make it a popular choice for users around the world. Here are the app’s most prominent features:

Free with paid options: Duolingo offers a free version that provides access to most lessons and exercises. A paid version (Duolingo Plus) is also available, removing ads and offering additional features such as downloading for offline use. The app also features an easy-to-use and engaging design, encouraging users to continue learning.

Language diversity and interactivity: Duolingo offers courses in more than 40 languages, including English, Spanish, French, German, Arabic, Chinese, and others. The app also features interactive exercises that include listening, speaking, reading, and writing, helping to improve all language skills.

Spaced repetition system: Duolingo uses spaced repetition technology to enhance the memorization of words and phrases, increasing the effectiveness of long-term learning.

Reminder notifications: The app sends reminder notifications to users via email to help them continue learning and maintain consistency.

Cultural Support: The app includes information about the cultures associated with the languages, helping users understand the cultural context of the language they are learning.

Progress Tracking: Users can track their daily and weekly progress through statistics and graphs. The app is characterized by accuracy, speed, and mastery. These three qualities fall within the concept of skill. It is not enough to learn a language; we must also be skilled at speaking and writing it. This is what Duolingo seeks to achieve, as a global digital application that has achieved millions of views in a short period of time (Omra, 2023, 117).

Speaking, Listening, and Interaction Exercises: It provides exercises to improve pronunciation through voice recognition, and listening exercises to improve listening comprehension. It can also be regularly updated to add new languages ​​and improve the user experience. This application also distinguishes itself from many digital applications in that it combines the strategy of enjoyment and the strategy of persuasion. The former is evident in the nature of this application, which presents educational content in the form of a fun and entertaining electronic game, which allows the learner to move from one level to another without feeling bored. Rather, he finds himself continuing to follow, awaiting his evaluation results that appear at the end of each attempt. Because the application uses the strategy of persuasion aimed at charging the participants’ energy with enthusiasm, the participant refuses to do anything but continue learning, especially when he sees these encouraging methods such as: “This is amazing,” “How wonderful you are,” “This is beautiful,” and “I am proud of you,” which charge human energy, generating more enthusiasm. It must be emphasized that “avoiding stereotypes, imitation, memorization, and retrieval is the first step to enjoyment in language learning and actual practice.” In real-life situations, language is the first method of persuasion of the benefits of that language and the ability to learn it. The application utilizes everything that contributes to stimulating positive competition among participants, including displaying a leaderboard each time.

Availability on app stores: The application is available for both Android and iOS devices, in addition to the ability to use it via the browser. Furthermore, it has multiple versions, including those directed at those who do not have a basic grasp of the language. In this case, the application begins by teaching the language, starting with the basics and grammar, progressing through several levels until the learner reaches the desired level. Overall, this application is characterized by a pragmatic, utilitarian outlook, which holds that the goal of learning any language is to reach the stage of proficiency in using that language in real oral discourse and communication. Communication is not merely the transmission of a message, but rather the communication of intentions according to specific objectives (Al-Shishkli, 2015, 96).

A sample of the Duolingo platform:

To access this platform, type the following website: https://www.duolingo.com

The figure below shows the Duolingo application interface.

Figure (2), (Source: Created by the researchers using the Duolingo application)

Figure (3) below shows a word presented by the application in English. The user must choose the correct answer in Arabic and will hear the sound of the word. After choosing the answer, he clicks on the word “Verify.”

Figure (3), (Source: Created by the researchers using the Duolingo application)

In Figures (4, 5) shown below, the user uses the keyboard, writes the missing word, and then clicks on the word “verify.”

Figure (4), (Source: Created by the researchers using the Duolingo application) Figure (5), (Source: Created by the researchers using the Duolingo application)

In Figure (6) shown below, the user chooses the correct word after hearing the word being pronounced by the application. Here, the user learns to pronounce words, chooses the correct one, and then clicks on “Verify.”

Figure (6), (Source: Created by the researchers using the Duolingo application)

The Field Aspect of the Study:

Field Study Procedures:

The Exploratory Study: The exploratory study is a preliminary study conducted by the researcher on a small sample before conducting his research. It is the first step we took before conducting the main study, as it allows us to actually move towards constructing the elements of the problem and hypotheses, and adopting an acceptable, reasonable, and realistic intellectual path that would not occur to the researcher, even after reading. (Sabaoun, 2012, 77).

During this study, interviews were initially conducted over a period of three weeks with students. The topic of the study was raised with the aim of understanding the students’ opinions about artificial intelligence and its role in the learning process among students in the Department of Computer Science.

The goal of these interviews was to reveal aspects of the phenomenon under study that were absent from the researcher. The response of the 30 male and female students was that artificial intelligence plays a significant role in the learning process, whether in lectures or language learning.

The methodology used in the study: Choosing the appropriate methodology for any study depends on the nature of the study to be addressed, in addition to the capabilities available to the researcher, which allow him to adopt one methodology rather than another. The use of the methodology is an absolute necessity in scientific research, because it is the path that the researcher uses and follows in all stages of his study, with the aim of arriving at objective scientific results that can be generalized in the future in social research or studies through an organized set of processes that seek to achieve a specific goal (Angers, 2010, 98).

In line with the study at hand, the descriptive approach was the appropriate method for our study, as it is a method of scientific analysis and interpretation, to achieve specific objectives for a particular social situation, or a method for describing the phenomenon under study. (Hassan, 2007, 72).

Study Sample:

The study sample was determined based on the researchers’ capabilities, the time available to them, and how they found sample members. The researchers approached third-year undergraduate students in the Department of Computer Science and distributed the questionnaire to them randomly. This led us to rely on a purposive sample, as our study required us to select a portion of the sample for the studied population. They were third-year university students in the Department of Computer Science at the Faculty of Mathematics and Computer Science at the University of Djelfa, Algeria. The table below represents the distribution of sample members by gender, which determines the size of the sample for the study.

Table N^o (01) shows the distribution of sample members by gender.

(Source: Prepared by the researchers using SPSS)

All community members were identified, representing 104 individuals (male/female students) in their third year of undergraduate studies in all computer science specializations.

Spatial scope: This study was conducted in the Department of Computer Science at the Faculty of Mathematics and Computer Science at the University of Djelfa, Algeria, named after the region’s martyr and revolutionary leader during the liberation revolution, Zian Achour. The University of Djelfa was founded in 1990 with the opening of the National Institute of Higher Education in Electronics. In 2000, it was upgraded to a university center by Executive Decree No. 197-2000 of July 25, 2000, establishing the University Center in Djelfa. It was then upgraded to a university in 2009 by Executive Decree No. 09-09 of January 4, 2009, establishing the University of Djelfa. The University of Djelfa includes several faculties covering all their specializations (University of Djelfa website, 2025).

Time scope:

Study forms were distributed and collected from March 2, 2025, through March 20, 2025.

Study Tools:

Given the nature of the topic under study, we relied on a questionnaire or questionnaire, which is defined as a tool for collecting data related to a specific research topic through a form completed by the respondent (Ghraibeh et al., 2008, 71). In our questionnaire, we used closed questions: questions in which the answer is specific, and the respondent must choose the appropriate answer (Bouhoush, 1999, 67).

Statistical Processing:

To answer the study questions, the data must be transcribed, entered into a computer, and analyzed using the Statistical Package for the Social Sciences (SPSS) program. The percentages of students’ answers to the questions were calculated to analyze the variance between students’ answers to each questionnaire question.

Presentation and Discussion of Study Data:

Presentation and Discussion of the Results of the First Hypothesis Study:

Hypothesis 1: The ChatGPT platform helps students review and understand their lessons.

Table N^o (02) shows the extent to which students use artificial intelligence techniques to better understand lectures.

(Source: Prepared by the researchers using SPSS)

From the table, we note that the respondents’ responses varied. 72% of respondents believed that the use of artificial intelligence (ChatGPT) technologies helped them understand lectures well and in-depth, while 28% believed that these technologies did not help them. This may be due to students’ inability to use these technologies and find information easily, or because they do not find enjoyment in studying using technology as an alternative to using books and notebooks for review and comprehension.

From this, we conclude that the majority of students rely on the use of artificial intelligence (ChatGPT) technologies to understand their lectures well and in-depth.

Table N^o (03) illustrates the extent of students’ confidence in using information via artificial intelligence technologies.

(Source: Prepared by the researchers using SPSS(

From the table, we note that the respondents’ responses varied. 60.58% of respondents believed they had confidence in using information via AI technologies, while 31.73% of respondents expressed considerable but not complete confidence in using information via AI technologies. This is due to their suspicions about the source of the information, which may be somewhat incorrect, especially in some in-depth fields that may provide the researcher with superficial information. The very small percentage of respondents who do not trust information via AI technologies is a minority, not exceeding 7.69%.

From this, we conclude that the majority of students place their complete confidence in using information via AI technologies, given the nature of their specialization, which is computer science. They have a good understanding of the algorithms upon which AI technologies such as ChatGPT are built.

Presentation and discussion of the results of the second hypothesis study:

Hypothesis 2: The ChatGPT platform contributes to the completion of their scientific research.

Table N^o (04) shows whether the time allocated to completing research is insufficient, requiring the use of artificial intelligence techniques to save time and effort.

(Source: Prepared by the researchers using SPSS(

From the table, we note that the respondents’ responses varied. 94.23% of respondents believed that the time allocated to completing research was insufficient, requiring the use of AI technologies to save time and effort. ChatGPT is a highly advanced technology, as it can request a research paper with a plan and number of pages, and the work can be completed in seconds. A very small percentage of students (5.77%) believed the opposite. This is due to their lack of use of AI technologies, as they use paper books and references to complete their research in the traditional way. We conclude from the above that the majority of students rely on ChatGPT as a successful means of completing their research and university assignments, saving time and effort. After obtaining the information, they review it, memorize it, and expand upon it to enrich it in the classroom, in the presence of their classmates and under the supervision of the professor.

Table N^o (05) shows the impact of using artificial intelligence technology in completing students’ research on their abilities in criticism and analysis.

(Source: Prepared by the researchers using SPSS(

From the table, we note that the respondents’ responses varied. 83.65% of respondents believed that using ChatGPT to conduct their research affected their critical and analytical abilities.

Because their research was conducted by a third party, not by them, the student became a mere consumer of the content of this technology, unaware of where this information was located. This led to a lack of seriousness in handling the tasks assigned to them. This resulted in fluctuations in their level of proficiency, ability to analyze, and ability to critique and participate in research discussions, due to poor mental preparation.

A very small percentage (16.35%) of respondents believed that the process was enjoyable and did not affect their critical and analytical abilities.

Thus, the majority of students believed that using ChatGPT to conduct their research affected their critical and analytical abilities.

Presentation and discussion of the results of the third hypothesis study:

Hypothesis 3: The Duolingo platform contributes to foreign language learning from the students’ perspective.

Table N^o (06) illustrates the extent to which the Duolingo platform contributes to foreign language learning in terms of its attractiveness and ease of use.

 (Source: Prepared by the researchers using SPSS(

From the table, we note that the respondents’ responses varied. 84.92% of respondents believe that the Duolingo platform is always engaging and enjoyable for learning foreign languages. 12.50% believe that this technology is only occasionally engaging and enjoyable for learning foreign languages. 2.88% believe that this technology is largely unattractive and boring.

From this, we conclude that the highest percentage of students believe that the artificial intelligence technology ChatGPT is the best educational aid because, in their view, the Duolingo platform always makes learning engaging and enjoyable for learning foreign languages.

Table N^o (7) illustrates the extent to which the Duolingo platform contributes to foreign language learning in terms of developing the four language skills

(listening, speaking, reading, and writing).

(Source: Prepared by the researchers using SPSS(

From the table, we note that the respondents’ responses varied. A significant percentage (78.85%) of respondents always believed that the Duolingo foreign language learning platform contributes to the development of the four language skills (listening, speaking, reading, and writing). A small percentage (19.23%) of respondents believed that the Duolingo foreign language learning platform sometimes contributes to the development of the four language skills (listening, speaking, reading, and writing). The remaining, very small group of students believed that foreign language learning does not contribute at all to the development of the four language skills (listening, speaking, reading, and writing). From this, we conclude that the majority of students believe that the use of Duolingo’s artificial intelligence technology contributes to the development of the four language skills (listening, speaking, reading, and writing(.

Interpretation of the Study Results:

Interpretation of the Results of the First Hypothesis:

From our analysis of the previous tables, we conclude that third-year undergraduate students in the Department of Computer Science at the University of Djelfa consider ChatGPT an effective tool for assisting students in reviewing lessons, understanding lectures, and deepening their understanding through various methods. This makes it a smart and comprehensive assistant in their educational journey. It contributes to students’ confidence in using information through artificial intelligence technologies, as they find it easy to explain complex concepts and simplifies scientific terms or difficult theories (such as the laws of physics or mathematics) with clear and concise explanations. It also provides practical examples to illustrate the concept, such as: “Explain to me the Pythagorean theorem and how it is applied in daily life?”

Interpretation of the results of the second hypothesis:

From our analysis of the previous tables, it becomes clear that third-year undergraduate students in the Department of Computer Science agree that ChatGPT technology contributes significantly to the completion of their scientific research in several ways. However, there are research controls and ethics that must be observed. Given the limited time allocated to completing research, this technology requires the use of artificial intelligence techniques to save time and effort. It also enhances their critical and analytical abilities. Furthermore, it suggests research topics, helps generate innovative ideas or narrow down the scope of a topic, and provides quick summaries of relevant theories or previous studies.

It improves linguistic formulation, corrects grammatical errors, and enhances the quality of academic writing.

Interpretation of the Results of the Third Hypothesis

From our analysis of the previous tables, it becomes clear that third-year undergraduate students in the Department of Computer Science believe that the Duolingo platform is one of the most popular applications for learning foreign languages, and has a significant impact on students in several ways, most notably:

• It provides easy and enjoyable learning. – It turns language learning into a game through points (XP), levels, and badges, making it engaging and not boring.
• The lessons are designed concisely to fit a busy student’s schedule.
• The progression from beginner to advanced helps build a logical foundation.
• It develops the four language skills (enjoyment, speaking, reading, and writing).

General Conclusion:

Based on the study’s findings and in light of the sociological readings and previous studies we have examined, we can conclude:

Third-year undergraduate students in the field of computer science frequently use artificial intelligence (AI) technologies such as ChatGPT.

Because they achieve real gains for students in understanding their lectures, these AI technologies summarize long lessons into key points, helping students focus on key ideas and solve problems and exercises step-by-step. They provide detailed solutions to problems in mathematics, chemistry, programming, and other subjects, with an explanation of each step.

Providing additional resources for deeper learning. These technologies suggest books, videos, or educational platforms related to the topic (e.g., what is the best YouTube video for understanding algebra?).

These technologies are available 24/7 without the need to wait for the professor and support multiple languages ​​(reviewing lessons in Arabic, English, or other languages).

ChatGPT can serve as a virtual tutor to help with revision, but it’s best to integrate it with other tools, such as textbooks or interactive apps like Duolingo for languages.

CONCLUSION

From the above, and after analyzing the results and translating them into the previous statistical tables, we conclude that the use of artificial intelligence tools in education is essential and urgent in our current era, with the aim of adapting to the demands of the times and keeping pace with technological developments in all fields. This is achieved through the numerous advantages they offer.

ChatGPT and Duolingo have diverse educational and technical objectives, as each seeks to improve the learning experience and make it more effective and flexible. Both platforms rely on artificial intelligence technologies to achieve their goals, which include personalizing education, enhancing interaction, improving educational efficiency, and expanding access to education. Thanks to them, immediate and personalized educational support is provided by providing immediate answers to students’ questions, whether related to academic subjects or life skills. Answers are customized according to the learner’s level of understanding, making them suitable for all age groups and educational levels. They also instill self-learning in learners by encouraging students to research and explore independently by providing detailed explanations of complex concepts, helping them organize their study time, and providing personalized educational advice.

They also improve interaction between students and educational content, supporting teachers and educational institutions by assisting them. Teachers can create personalized educational content, such as interactive exercises and tests, and provide tools to correct linguistic errors or improve the quality of educational content. They also aim to provide comprehensive and accessible education for all by making education accessible to students in remote areas or those who lack access to qualified teachers. Both platforms aim to provide high-quality education through the use of advanced artificial intelligence technologies.

We can draw some recommendations, which we summarize as follows:

• I believe this research is a beginning that can be built upon, with studies based on the actual reality of learners. It is necessary to train and motivate them to use platforms such as ChatGPT and Duolingo to improve and enhance the efficiency of teaching and learning, while examining the results and identifying the benefits and obstacles learners have encountered in their practical use of these platforms.
• Researchers and experts in the field of education should communicate with the companies that produce these platforms and collaborate with them to make the application more capable of handling all languages ​​and covering all fields, such as conversation and reading in a correct and eloquent manner. They should also add educational content within the application that includes gradual lessons in teaching academic subjects according to each stage of education.
• It is recommended to provide feedback to determine the extent to which teachers and learners benefit from the application, to improve their interactions, explore new approaches, and leverage mutual learning to maximize the benefits of the application.
• Conduct training courses to educate students and teachers on how to use these modern technologies in academic achievement, essay writing, and scientific research. These technologies take into account individual differences among students and develop their abilities for self-learning and research. They are considered an initiative that encourages scientific research.
• Support ideas aimed at creating applications that mimic these digital applications designed according to global methodologies, such as ChatGPT and Duolingo. This is to meet needs, ensure communication, and build bridges between cultures to achieve global integration.

BIBLIOGRAPHY

Books:

1. Adel Abdel Nour, Introduction to the World of Artificial Intelligence, King Abdulaziz City for Science and Technology, Saudi Arabia, 2005.
2. Al-Suwaidi Saif, Majid bin Muhammad, The Model of Artificial Intelligence and Virtual Dialogue (Personal Construction and Self-Development), Dar Al-Asalah Publishing House, Istanbul, Turkey, 2023.
3. Ammar Bouhoush, Muhammad Mahmoud Al-Dhanibat, Scientific Research Methods and Research Preparation Methods, 2nd ed., Algeria, 1999.
4. Anne Bonnet, Artificial Intelligence: Its Reality and Future, translated by Ali Sabry Farghali, Alam Al-Ma’rifa, Kuwait, 1993.
5. Hisham Hassan, Scientific Research Methodology, Dar Al-Nuqta, 2nd ed., Algeria, 2007.
6. Maurice Angers, Scientific Research Methodology in the Social Sciences, (translated by Bouzid Sahraoui et al.), Dar Al-Qasbah, Algeria, 2010.
7. Saeed Sab’un, Hafsa Jarada, The Methodological Guide to Preparing University Dissertations and Theses in Sociology. Algeria: Dar Al-Qasbah Publishing House. 2012.

Academic Publications:

1. Ahlam Ben Amra, Teaching Language Skills to Non-Native Speakers of Arabic in Light of the Digital Application Strategy (Duolingo), Journal of Applied Linguistics, Volume 7, Issue 2, Algeria, 2023.
2. Al-Shishakli and Yss Reem, Arabic at Hand: A Curriculum for Teaching Non-Native Speakers at the University Level in the United States, Fourth International Conference on the Arabic Language, International Council for the Arabic Language, United Arab Emirates, 2015.
3. Deden Novan Setiawan Nugraha and others, Duolingo as an Artificial Intelligence Technology-Based Learning System in English, Jurnal Sinestesia, Vol. 13, N^o. 2, 2023.
4. Intisar Abdel Hamid, “Artificial Intelligence Technology and Its Applications in Education and Teaching Reading and Writing Skills,” Journal of Non-Native Speakers of Arabic, Arab League Educational, Cultural and Scientific Organization. and Literature, Volume 7, Egypt, 2024.
5. Magdy Salah Taha Al-Mahdi, Education and Future Challenges in Light of the Philosophy of Artificial Intelligence, Journal of Education Technology and Digital Learning, Volume 2, Issue 5, 2021.
6. María-Isabel and others, Writing, creativity, and artificial intelligence. ChatGPT in the university context, Comunicar, n^o77, v. XXXI, j Media Education Research Journal, 2023.
7. Nazim Hassan Rashid, Mai Ablajad Afram, “Auditing Bias in Artificial Intelligence in Light of the Institute of Internal Auditors’ (IIA) AI Audit Framework: An Analytical Study,” Journal of Contemporary Business and Economic Studies, Volume 6, Issue 1, 2023.
8. Nizar Amin and Zarrouki Anwar, The Role of Artificial Intelligence Applications in Supporting Academic Achievement among Algerian University Students, Master’s Thesis in Media and Communication Sciences, University of Oum El Bouaghi, Algeria. 2024.
9. Sabah Muhammad Balila, The Role of Artificial Intelligence in Improving the Role of Information Centers, Al-Qalzam Journal of Applied Studies, Issue 5, 2023.
10. Shazly Abdelghani Ismail, “Using ChatGPT in Teaching Arabic to Non-Native Speakers: Methods, Advantages, and Disadvantages,” a research paper presented at the International Conference for Graduate Students, Department of Arabic Language Education for Graduate Studies, University of Malang, Indonesia, Volume 2, Issue 1, Indonesia, 2024.
11. Suleiman Yaqoub Al-Farra, Artificial Intelligence, Al-Badr Journal, University of Bechar, Algeria, Volume 4, Issue 1, 2012.
12. Youssef Ramadan, The Impact of Using Electronic Storytelling in Teaching Arabic to Non-Native Speakers, Arabic Language and Artificial Intelligence: Reality and Challenges, Proceedings of the National Conference, Vol. 1, Mustafa Istanbouli University, Mascara, Publications of the Supreme Council for the Arabic Language, 2020.

Websites:

1. University of Djelfa website: https://www.univ-djelfa.dz/ar/?page_id=19479 Accessed on: 02-15-2025 at 21:17.