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Background <p>Despite the growing adoption of AI tools, few empirical studies have comprehensively examined students’ familiarity, perceived benefits and challenges, and demographic factors such as gender, age, and academic level. This study aims to explore the familiarity, usage, perceived benefits and challenges, and how demographic factors influence AI tool adoption among university students in Ghana.</p> Methods <p>A cross-sectional design was employed, sampling 353 students through snowball and convenience sampling techniques via online platforms such as WhatsApp groups. A structured questionnaire was developed for data collection, with independent sample t-tests and ANOVA utilised to compare AI tool usage between genders and across various age groups and academic levels, respectively.</p> Results <p>The majority of students reported familiarity with tools such as MetaAI, ChatGPT, and Grammarly. Analysis indicated that male students used generative AI tools more frequently than their female counterparts. An independent samples t-test confirmed that this difference is statistically significant (t = 10.35, <i>p</i> &lt; 0.001). Age also emerged as a significant factor (F = 110.46, <i>p</i> &lt; 0.001), with younger students (under 25&#xa0;years) engaging with generative AI tools more often than older age groups. A statistical difference was also observed related to students’ programme of study (F = 3.41, <i>p</i> &lt; 0.002). No significant differences were noted across academic levels. Students perceived these tools as enhancing research efficiency, providing personalised learning support, and transforming education. However, they expressed concerns regarding the impact of these tools on critical thinking skills, the accuracy of generated information, and ethical implications.</p> Conclusion <p>A balanced approach is needed to integrate generative AI tools in education, ensuring their benefits are maximised while addressing ethical concerns to preserve students’ critical thinking skills and uphold academic integrity.</p>

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Exploring the use of generative artificial intelligence tools among University Students in Ghana

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月20日

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  • Isaac Nyarko Kwakye,
  • Kofi Abram Panyin Kwakye,
  • Daniel Adom-Fynn,
  • Franklin Elorm Mensah,
  • Samuel Dwamena Agyei

摘要

Background

Despite the growing adoption of AI tools, few empirical studies have comprehensively examined students’ familiarity, perceived benefits and challenges, and demographic factors such as gender, age, and academic level. This study aims to explore the familiarity, usage, perceived benefits and challenges, and how demographic factors influence AI tool adoption among university students in Ghana.

Methods

A cross-sectional design was employed, sampling 353 students through snowball and convenience sampling techniques via online platforms such as WhatsApp groups. A structured questionnaire was developed for data collection, with independent sample t-tests and ANOVA utilised to compare AI tool usage between genders and across various age groups and academic levels, respectively.

Results

The majority of students reported familiarity with tools such as MetaAI, ChatGPT, and Grammarly. Analysis indicated that male students used generative AI tools more frequently than their female counterparts. An independent samples t-test confirmed that this difference is statistically significant (t = 10.35, p < 0.001). Age also emerged as a significant factor (F = 110.46, p < 0.001), with younger students (under 25 years) engaging with generative AI tools more often than older age groups. A statistical difference was also observed related to students’ programme of study (F = 3.41, p < 0.002). No significant differences were noted across academic levels. Students perceived these tools as enhancing research efficiency, providing personalised learning support, and transforming education. However, they expressed concerns regarding the impact of these tools on critical thinking skills, the accuracy of generated information, and ethical implications.

Conclusion

A balanced approach is needed to integrate generative AI tools in education, ensuring their benefits are maximised while addressing ethical concerns to preserve students’ critical thinking skills and uphold academic integrity.