Document Type : Research Paper
Authors
1 Master of Science in Information and Knowledge, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
2 Department of Information Science and Knowledge Studies, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran
Abstract
The present study is aimed at designing and validating a questionnaire for measuring the extent to which faculty members at Allameh Tabataba’i University use prompt engineering in employing artificial intelligence tools. A mixed-methods approach was adopted. In the qualitative phase, relevant literature and studies on prompt engineering were systematically reviewed in major international and national databases using inductive qualitative content analysis. 17 key principles of prompt writing were identified, forming the conceptual framework of the questionnaire. In the quantitative phase, based on these principles, the questionnaire was developed in two sections: demographic information and 40 items including closed-ended and open-ended questions. The face and content validity of the instrument were confirmed by three experts in artificial intelligence and information science. For reliability assessment, the questionnaire was pilot-tested among 30 faculty members, yielding a Cronbach’s alpha coefficient of 0/94, indicating excellent internal consistency. The findings revealed that the developed questionnaire possesses strong validity, high reliability, and comprehensive conceptual coverage. Therefore, it can serve as a reliable and practical instrument for assessing faculty members’ familiarity with and application of prompt engineering in the context of academic use of AI tools.
Keywords
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