Assessing Student Perceptions and Attitudes toward AI enabled Digital Learning Resources in Nigeria’s Higher Education Open and Distance Learning Context

Abstract

The integration of Artificial Intelligence (AI) in the higher education system through the use of technology which enhances an intelligent, personalized and flexible learning process has caused revolutions in the teaching and learning process particularly in the Open and Distance Learning (ODL). Though many educational technologies driven by Artificial Intelligence have been adopted in different universities around the world, little is known about the awareness, adoption and perception of AI driven educational technology by undergraduates in Nigerian universities. This paper aims to investigate the awareness, adoption and perception of artificial intelligence technologies for open and distance learning by undergraduates in some selected universities in Nigeria; University of Ibadan, Ladoke Akintola University of Technology, Ogbomosho and Ahmadu Bello University, Zaria. This study used a survey research design. The population of the study was undergraduates in the selected universities and the sample size was 342 participants selected through the use of multistage sampling technique. The instrument used for data collection was SAUPAILRQ with a reliability coefficient of 0.84 obtained through Cronbach Alpha. The research questions were analysed using descriptive statistics like frequency, percentage, mean and standard deviation. The hypotheses were analysed using one way ANOVA. Based on the obtained results, it can be seen that undergraduate students are highly aware of AI technologies (Grand Mean = 3.12), are highly utilizing AI technology in educational aspects (Grand Mean = 3.04) and have positive attitudes towards the utilization of AI learning material (Grand Mean = 3.22). It can be observed from the ANOVA results that there is no significant difference in the awareness levels and attitude of the students regarding AI technologies from the perspective of universities (p > .05). However, there is significant difference in the level of utilization of AI technologies by the students in the universities (p < .05). In conclusion, it can be said that Artificial Intelligence has become an important aspect of ODL in Nigeria with great potentials in terms of implementation provided that appropriate technological and policy framework is available in the institution. So, it is very important to improve the technological framework, to raise the awareness of students and teachers about the use of AI technologies, to set ethical guidelines for AI technology and to integrate it into the strategy of teaching and learning.