The International Institute for Science, Technology and Education (IISTE)
Abstract
Since students are key stakeholders and reliable sources of information, their acceptance or rejection of artificial intelligence (AI) tools like ChatGPT can influence the general student population’s uptake of AI in education. In this study, we investigated the acceptability of AI tools among students in higher education in Ghana. A cross-sectional design was used to collect data from 146 students through a self-administered online survey. Descriptive analysis and structural equation modelling were performed and a conceptual framework was developed to explore the interplay between perceived usefulness, social influence, innovation characteristics, and psychological needs of students. The findings indicated that more than half (n = 102, 69.9%) of them indicated acceptance of AI in education if available while about one-third (n = 44, 30.1%) indicated non-acceptance of AI, prompting policies to be in place for its acceptance and use in education. Additionally, the results demonstrate that the effect of perceived usefulness, social influence, innovation characteristics, and psychological needs of students on AI acceptance in education is positively significant. Concerns about lack of awareness (n = 33, 35.1%), privacy and consent (n = 19, 20.2%) and disruption of the traditional teacher-student relationship (n = 15, 16%) were identified as the main reasons students would decline uptake of AI tools in education. Action from authorities in higher education is needed to address students’ hesitancy about AI tools and such interventions must consider the age and sex of the students. Keywords: artificial intelligence, education, ChatGPT, innovation, trust, technology acceptance DOI: 10.7176/IKM/13-4-03 Publication date:July 31st 202
