Saeed Farrag Soliman Moatamed

@iau.edu.sa

self-development department/Deanship of preparatory year and supporting studies
Saeed F. Moatamed

Saeed Farrag Soliman Moatamed


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SAEED F. MOATAMED, assistant professor of architecture at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. Obtained a Ph.D. from Alexandria University, Egypt, and master’s from Alexandria University, Egypt, and an undergraduate degree from Alexandria University, Egypt.
His research interests are in design studio pedagogy and computational design education: parametric design techniques and CAD/CAM technologies. Teaching interests in the architectural design studio: the history and theories of design thinking and the computational design applications.

EDUCATION

The Ph.D. title was “The Impact of Manufacturing Technologies on Architectural Design Education” in 2018, The Master's title was “Influence of Digital Fabrication on the Contemporary Architectural Concept” in 2011.

RESEARCH, TEACHING, or OTHER INTERESTS

Architecture, Education, Engineering, Arts and Humanities
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Scopus Publications

Scopus Publications

  • AI ADOPTION IN UNIVERSITY SETTINGS: A TECHNOLOGY READINESS AND UTAUT-BASED MODELS OF MEDIATING MECHANISMS
    Al-Mawajdeih, Bakr Sameeh, Jdaitawi, Malek, Al-Mawadieh, Reda, Mohamed, Hany, Elaby, Mohammed, et al.
    Scientific Culture, 2026
    This study is an extension of literature concerning the effectiveness of learning using AI technologies, focusing on the factors affecting behavioral intention of students towards such use in the context of Jordan higher educational institutions. The sample, consisting of 282 university students from Jordanian university was selected through convenience sampling, after which, data was gathered from them. Data was analyzed using Partial Least Squares-Structural Equation Modeling to test the formulated hypotheses. Based on the obtained results, efforts, social influence, perceived risk, and technology readiness had significant effects on behavioral intention of students towards AI technology but this significance was not found for performance expectancy and facilitated conditions. Moreover, the findings indicated that attitudes had a significant mediating effect on perceived risk, social influence, and behavioral intention but efforts, performance expectancy, facilitating conditions, technology readiness had no such mediating effect. The study has several practical and theoretical implications, the top of which is the extension of theoretical models of UTAUT and other technology readiness models and the enhancement of AI practices among the learning process of students.
  • Does design-build concept improve problem-solving skills? An analysis of first-year engineering students
    Mohammed F. Elaby, Hesham M. Elwishy, Saeed F. Moatamed, Mahmoud A. Abdelwahed, Ahmed E. Rashiedy
    Ain Shams Engineering Journal, 2022
    The design-build studio (DBS) is an emergent paradigm in architecture education. Recently, researchers have addressed the success of integrating the design-build concept into the conventional studio in the advanced years of education to improve several issues related to the design process: social, environmental, technological, …etc. However, its efficiency in terms of contribution to the learning experience has not yet been addressed. This paper examines the implementation of the DBS concept as a new teaching model to improve the problem-solving skills (PSS) of first-year students in engineering education. It also discusses the effects on learning experiences and pedagogical outcomes in both quantitative and qualitative terms. The research’s results identify the significance of applying this model as a real-simulated method-based learning experience. It can help students to improve their learning experiences and to enhance students self-confidence regarding PSS.

Publications

THE EFFECT OF THE MAGNETIC FIELD ON STUDENTS’ CONCENTRATION: A DESIGN STUDIO AT IAU AS A CASE STUDY