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
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