Investigating the Awareness and Adoption of ChatGPT as a Learning Tool among Undergraduates in Lagos State Nigeria (Published)
In the field of education, Artificial Intelligence (AI) has already had a significant impact, particularly on administration, learning, and teaching. As an AI technology, ChatGPT plays a crucial role for students by enhancing their learning experience through various means. It supports students in understanding new concepts, completing assignments, and even providing virtual tutoring. This study investigated the awareness and adoption of ChatGPT among undergraduates in Lagos State Polytechnic. The study was anchored on the Technology Acceptance Model. The researcher adopted the descriptive survey research design, while the Taro Yamane formula was used to calculate a sample size of 390 respondents. Two sampling techniques were employed in this study. Firstly, the researcher utilized purposive sampling by selecting students specifically from the Department of Mass Communication and the Department of Office Technology. Also, convenience sampling was employed as the questionnaires were administered online via Google Forms and distributed through the students’ departmental WhatsApp groups. Findings indicated a high level of awareness and adoption of ChatGPT as a learning tool among undergraduates at Lagos State Polytechnic. Furthermore, results also indicated a positive perception of ChatGPT amongst the respondents. Majority of the students disclosed that ChatGPT provides a personalized learning experience for them, assists with academic writing tasks and aids comprehension and retention of complex concepts. Based on the data elicited from respondents sampled in this study, the study concludes that undergraduates at Lagos State Polytechnic are aware of ChatGPT and actively adopt it as a learning tool.
Keywords: Artificial Intelligence, ChatGPT, Lagos state polytechnic, Undergraduates
Sustaining Lecturers’ Academic Integrity through the Adoption of Artificial Intelligence in Public Universities in Rivers State (Published)
The study focused on sustaining lecturers’ academic integrity through the adoption of artificial intelligence in public Universities in Rivers State. Four research questions and four corresponding hypotheses were answered and tested in the study. Descriptive survey design was used in the study. The population of the study was 2,874 teaching staff in all the public Universities in Rivers State out of which 351 lecturers were sampled using proportionate stratified random sampling technique. Instrument used for gathering data was a 20 item questionnaire titled “Artificial Intelligence for Sustaining Lecturers Academic Integrity Questionnaire” (AISLAIQ). The questionnaire was face and content validated by an Educational Management expert at University of Port Harcourt while the reliability was estimated using Cronbach Alpha and pronounced an index of 0.82. Out of the 352 copies of questionnaire administered, 336 copies representing 95.7% were retrieved. Research questions raised were answered using mean and standard deviation while the hypotheses were tested using z-test at 0.05 level of significance. The result of the study indicated career progression and lack of competence were the main drivers of academic fraud among the lecturers. The usefulness of AI and the opportunities it provides for personalized learning were among the main factors driving the adoption of AI by the lecturers. Challenges to the adoption of AI and the ways of improving the adoption of AI for sustained academic integrity were identified. The study recommended the need for further AI training for lecturers for sustained academic integrity in the Universities.
Keywords: Artificial Intelligence, Lecturers, Universities, academic fraud, academic integrity
Japanese University EFL Student Insights on the Emerging ChatGPT Phenomenon (Published)
This study explores the perspectives of Japanese university students studying English as a foreign language (EFL) on the use of generative artificial intelligence (GenAI), with a specific focus on the ChatGPT model, for academic assignments. Through qualitative analysis of data collected from three participants engaged in writing and discussion assignments, themes such as efficiency, reliability, ethics, EFL utilization, and unique insights are examined. Drawing on contemporary literature, the research focuses on the broader context of the emerging influence of GenAI in education. Insights from student perspectives reveal complex attitudes toward the use of ChatGPT. Despite reported efficiency gains, concerns about reliability, ethical implications, and the need for human oversight emerge prominently. The study also delves into the multifaceted role of GenAI in EFL learning, showcasing its potential as a language learning aid. The paper underscores the necessity for ongoing dialogue and critical reflection among educators and students to navigate the evolving landscape of AI integration in education, ensuring ethical and pedagogically sound practices. As GenAI continues to shape educational paradigms, understanding student perspectives and addressing their concerns is imperative for fostering responsible and effective utilization of AI technologies in academia.
Keywords: Artificial Intelligence, ChatGPT, Japanese EFL students, Pedagogical practices, student perceptions