Undergraduate Students’ Use of Artificial Intelligence Tools in Their Learning: Do Gender and Primary Place of Residence Matter?

Abstract

The revolutionary impact of new technologies was most evident in the way computers
mimicked human learning and adaptive abilities. Artificial intelligence (AI) has emerged
as an important topic in student education. There are divergent perceptions about AI in
student education. Regardless of one's point of view, it is critical to recognize that AI is
gaining center stage in education. Students are becoming increasingly interested in the
usage of AI, yet the areas of their learning that AI has the most impact on are
underexplored, particularly in developing nations. Our study investigated undergraduate
students’ use of AI in their learning and how gender and primary place of residence
influence their adoption of AI in their learning. A cross-sectional survey research design
was adopted to conduct the study. Participants were 206 (male = 12.6%; female =
87.4%; mean age =21.38±15.94) randomly sampled in a university in Awka, Anambra
State. A survey questionnaire was used to collect the data for the study. Major findings
revealed that undergraduate students mostly use AI in finding related topics to
assignments/homework, having access to more detailed responses to a given task,
summarizing larger texts, checking spelling and grammar construction whereas the
least areas they use AI tools included replying to emails, turning the photos of text and
audio file, and writing curriculum vitae. Also, whereas gender was not a significant
influence on AI use for learning, students’ primary place of residence was a significant
factor in determining undergraduate students’ use of AI in their learning. Results were
discussed; implications of the study were highlighted. It was concluded that students are
likely to use AI in aspects of learning that they would be assessed.

Keywords: Artificial Intelligence, tools of learning, gender, rural/urban