Authors :
Esther Fabiawari Fomsi; Okpara, Chinwendu Chiamaka
Volume/Issue :
Volume 9 - 2024, Issue 12 - December
Google Scholar :
https://tinyurl.com/bddn3eyr
Scribd :
https://tinyurl.com/ejsbmu47
DOI :
https://doi.org/10.5281/zenodo.14540016
Abstract :
This study examines the attitudes of
undergraduates in the Faculty of Education at Abia
State University (ABSU), Nigeria, toward Artificial
Intelligence (AI) technologies in education. Using a
descriptive survey design, data were collected from one
hundred and twenty-five fourth year students across five
departments. Statistical analyses, including independent
sample t-tests and Multivariate Analysis of Variance
(MANOVA), were employed to analyse the hypotheses.
The findings revealed that the majority of students
exhibit positive attitudes toward AI, particularly
recognizing its potential to enhance learning and
streamline academic tasks. Minimal gender differences
were observed, with female students showing slightly
more favourable attitudes compared to males, though
the differences were not statistically significant.
Departmental variations in attitudes were also minimal,
suggesting consistent perceptions of AI across
disciplines. Challenges such as limited exposure to
advanced AI tools and concerns about ethical issues like
data privacy were identified as barriers to adoption.
These findings underscore the importance of targeted
interventions, such as AI literacy programs and
equitable access to AI tools, to foster informed and
inclusive attitudes toward AI in education.
Keywords :
Artificial Intelligence (AI), Undergraduate Attitudes, Education Technology, Gender Influence.
References :
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20.Yasar, M., & Sinanc, D. (2021). Dissecting the perceptions and attitudes of undergraduate students about artificial intelligence. Computers & Education, 173, 104311. https://doi.org/10.1016/j.compedu.2021.104311
This study examines the attitudes of
undergraduates in the Faculty of Education at Abia
State University (ABSU), Nigeria, toward Artificial
Intelligence (AI) technologies in education. Using a
descriptive survey design, data were collected from one
hundred and twenty-five fourth year students across five
departments. Statistical analyses, including independent
sample t-tests and Multivariate Analysis of Variance
(MANOVA), were employed to analyse the hypotheses.
The findings revealed that the majority of students
exhibit positive attitudes toward AI, particularly
recognizing its potential to enhance learning and
streamline academic tasks. Minimal gender differences
were observed, with female students showing slightly
more favourable attitudes compared to males, though
the differences were not statistically significant.
Departmental variations in attitudes were also minimal,
suggesting consistent perceptions of AI across
disciplines. Challenges such as limited exposure to
advanced AI tools and concerns about ethical issues like
data privacy were identified as barriers to adoption.
These findings underscore the importance of targeted
interventions, such as AI literacy programs and
equitable access to AI tools, to foster informed and
inclusive attitudes toward AI in education.
Keywords :
Artificial Intelligence (AI), Undergraduate Attitudes, Education Technology, Gender Influence.