The Extent of Artificial Intelligence Utilisation and its Impact on Undergraduate Students' Cognitive Engagement in Kwara State

Abstract

This study assessed the extent of Artificial Intelligence (AI) utilization for cognitive engagement, examined the impact of AI utilization, and explored its effects based on gender and institutional affiliation. A stratified random sampling technique was employed to select 150 respondents for the study. A validated researcher-designed questionnaire constructed on a 4-point scale was used to elicit responses from the participants. The reliability coefficient obtained from the calculated Cronbach's Alpha was approximately 0.974. The data collected from respondents were analysed using frequency counts, percentages, means, and t-tests, with hypotheses tested at a 0.05 significance level, and the results showed that: the extent of utilization of Artificial Intelligence on undergraduates’ cognitive engagement in Kwara State was high (2.94 > benchmark of 2.50), the impacts of Artificial Intelligence usage on cognitive engagement of students in higher education were considerably high, thus it enhanced their cognitive engagement in learning activities (2.66 >2.50), there was significant difference in the utilization of Artificial Intelligence by the undergraduates in Kwara State based on their gender. (t = -2.730; p < 0.05), and there was a significant difference in the utilization of Artificial Intelligence by undergraduates in Kwara State based on their institutional affiliation. (t = 3.761; p < 0.05). Based on the findings, it was recommended that educational institutions should invest in AI training programs for students and faculty, organize workshops, implement regular assessments, and gather student feedback to improve cognitive engagement among undergraduates.