Shaping user behavior in EFL education as an evaluation of artificial intelligence, computational thinking, and computational participations frameworks in digital humanities

Every form of intelligence relies on learning, but artificial intelligence seeks to understand how computers learn, while human intelligence seeks to understand how humans learn. The growing importance of computational thinking has brought these two efforts closer together. Students view various images as they use artificial intelligence (AI) in computer and technology-based activities in English class. This activity requires computational thinking (CT) and computational participation (CP) for EFL language skills, but the relationship between the three is still under research. Moreover, the role of CT and CP activities in shaping this important language acquisition process has received little research attention. This survey explores these relationships and highlights the importance of the cognitive, contextual, and critical framework of computational thinking outlined. This study highlights three things: (1) Computational thinking alone is not enough; rather, it requires active participation in the learning process. (2) The use of digital artifacts alone is not enough; it requires computational participation. (3) Learning EFL is not enough to use AI. The novelty of our research shows the impact of CP and CP activities packaged in the ROCKER teaching model (real-time, optimized, and personal learning paths; collaborative projects; knowledge enrichment; enhanced; and real-world) on an increase in EFL language learning outcomes. The survey analysis results show that there is a statistically significant relationship between students’ computational thinking and computing participation. However, it is worth mentioning that the relationship between CT and CP on learning outcomes is considered weak. This suggests that there are other elements that should be investigated in future research within the same framework, and that improving learning outcomes does not depend only on CT and CP. This highlights the importance of looking beyond CT and CP to identify all factors that influence educational attainment.