ANALYZING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENT

LEARNING

ADEYEMI SAMUEL FAVOUR

194671

SUBMITTED TO

DEPARTMENT OF INFORMATION SYSTEM,

FACULTY OF COMPUTING AND INFORMATICS,

LADOKE AKINTOLA UNIVERSITY OF TECHNOLOGY,

OGBOMOSO, OYO STATE, NIGERIA.

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF

BACHELOR OF TECHNOLGY (B. TECH) IN INFORMATION SYSTEM.

OCTOBER 2024

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 CERTIFICATION

This is to certify that this project was carried out and written by ADEYEMI SAMUEL

FAVOUR with matriculation number 194671 and submitted to the department of Information

system, Faculty of Computing and Informatics, Ladoke Akintola University of Technology.

Dr. S.A.O Ogirima

Supervisor Date

Prof. (Mrs) A.A Baale

Head of Department Date

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 DEDICATION

This report is dedicated to Almighty God, the one who makes all things possible and beautiful in
His own time, for His faithfulness over my life. To everyone who has gone through life
challenges and never give up. Also, my parents and to my loved ones.

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 ACKNOWLEDGEMENT

My sincere appreciations go to Almighty God who has made this project work a great success
and made my dreams come to reality to Him be the glory.

My appreciation also goes to my project supervisor in person of Dr. S.A.O Ogirima for his
support, his precious time and effort used to read and correct this project work without reluctance
and encouragement for the quality of this project work.

My appreciation also goes to all my department lecturers for all their advice, motivational talk
and restless effort and time throughout my program. I also want to appreciate the non-academic
staff for their support.

I cannot fail to acknowledge the impact of my unique parent Mr. and Mrs. ADEYEMI for their
moral, financial, spiritual contribution. May you both live long to eat the fruit of your labor.
Amen

I also express my appreciation to my siblings Aanu Ajibade and Victor Adeyemi for their
support, advice and contribution.

My appreciation is incomplete if I did not mention my friends Olaleru David, Oseni Isaiah,
Justinah Ogunsola, Ajayi Damilola, Solomon Ajani and Adebisi Ogunlola for their sacrifices,
advice, prayers and support. To AFCF members I say a very big thank you, I really learnt a lot
from you all and thank you for your support through the journey, God bless you all

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 TABLE OF CONTENT
Title Page
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES
ABSTRACT
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
1.2 Statement of the Problem
1.3 Justification of study
1.4 Aim and Objectives
1.5 Significance of Study
1.6 Scope of study
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction to artificial intelligence
2.2 Historical Background of AI
2.3 What is artificial intelligence (AI)?
2.4 Key Technologies in Artificial Intelligence (AI)
2.5 Applications of AI
2.6 Artificial intelligence in the field of education
2.7 Background of AI in Education
2.8 Evolution of AI in Education
2.9 Current Applications of AI in Education

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 2.10 Potential & Future Directions
2.11 Global Perspectives
2.12 Students' Perception of AI
2.13 Factors Influencing Students' Perceptions
2.14 Implications for Educational Practice
2.15 Future Directions for AI in Education
2.16 Theoretical Framework
2.17 Overview of Learning Theories
2.18 Role of Technology in Learning
2.19 Impact of AI on Students' Learning
2.20 AI's Impact on Academic Achievement
2.21 How AI Impacts Learning Behaviors
2.22 AI's Impact on Learning Outcomes
2.23 Human-AI Collaboration

CHAPTER 3

METHODOLOGY

3.1 Research Approach

3.1.1 Implementation of the Research Approach

3.2 Research Area of the Study

3.3 Sample and Data Collection

3.4 Data Analysis

CHAPTER 4

RESULTS AND DISCUSSION

4.1 Results of All Analyses

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 4.1.1 AI Familiarity and Usage
4.1.2 AI Tools Used by Students
4.1.3 Frequency of AI Tool Usage
4.1.4 Future Perception of AI in Education

4.2 Research Gap and Discussion

4.3 Discussion of Key Findings

CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion

5.2 Recommendations

5.3 Future Research

References

Questionnaire

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 ABSTRACT

This study investigates the impact of Artificial Intelligence (AI) tools on student learning at
Ladoke Akintola University of Technology (LAUTECH). With the increasing integration of AI
technologies in education, understanding students' familiarity, usage, and perceptions of these
tools is essential for enhancing educational outcomes. A quantitative research methodology was
employed, utilizing a structured questionnaire distributed with 120 responses from the students.
The data collected were analyzed using descriptive statistics to provide insights into students’
experiences with AI.

The findings reveal that a significant majority of students (65%) are very familiar with AI tools,
with ChatGPT being the most widely used application among respondents. The study indicates a
predominantly positive perception of AI's future role in education, with 75% of students
believing that AI will be increasingly important in their learning experiences. This research also
identifies a critical gap in formal AI education, highlighting the need for structured training and
support to help students leverage these technologies effectively.

Based on these findings, the study recommends the establishment of formal AI literacy
programs, investment in AI infrastructure, and the promotion of responsible AI usage among
students. Future research directions include longitudinal studies on the impact of AI tools,
qualitative investigations into student experiences, and explorations of the ethical implications of
AI in education.

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The rapid growth of artificial intelligence (AI) has led to significant changes in various fields,
including education. AI technologies such as machine learning, natural language processing, and
intelligent tutoring systems have the potential to revolutionize educational practices by providing
personalized learning experiences, automating administrative tasks, and offering real-time
feedback to students (Holmes, Bialik, & Fadel, 2019). These advancements are particularly
important in higher education, where there is a continuous demand for improved teaching
methods and better learning outcomes (Luckin et al., 2016).

Ladoke Akintola University of Technology (LAUTECH) in Nigeria is one of the pioneering

universities studying the use of AI to enhance its educational framework. This aligns with global
trends, as institutions worldwide are rapidly integrating AI to address various challenges,
including the need for personalized learning paths and efficient data management (Tuomi, 2018).
AI can significantly enhance student engagement and academic performance by providing
tailored educational approaches that cater to individual learning styles and needs (Zawacki-
Richter et al., 2019).

AI technology can improve learning customization by tailoring instructional content to meet

students' unique needs. This adaptive learning approach allows for the creation of customized
learning experiences that can accommodate different learning styles and paces, thereby
promoting more effective learning outcomes (Chen, 2020). Additionally, AI-driven analytics can
help educators identify students at risk of falling behind, enabling timely interventions to support
these students (Siemens & Baker, 2012).

However, despite the potential benefits, the implementation of AI in education is not without
challenges. Concerns related to data privacy, ethical considerations, and the digital divide present
significant hurdles that need to be addressed to promote equitable and responsible use of AI
technology (Williamson & Eynon, 2020). For example, the collection and analysis of large
volumes of student data raise substantial privacy concerns. It is essential to establish

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comprehensive data governance systems to safeguard student data and ensure compliance with
relevant privacy laws (Ferguson, 2012).

There is a need to carefully examine the potential for AI to perpetuate existing biases in
educational materials and assessment procedures. AI systems are only as unbiased as the data on
which they are trained, and there is a concern that these systems may perpetuate existing
inequalities if not properly regulated (Baker & Hawn, 2021). Educators and policymakers must
collaborate to establish norms and standards to ensure the ethical use of AI in education (Selwyn,
2019).

The digital divide also presents a significant challenge to the widespread implementation of AI in
education. Access to necessary technology and internet connectivity is unevenly distributed,
particularly in low-income countries. This disparity can exacerbate existing educational
inequalities and limit the potential benefits of AI for disadvantaged students (OECD, 2020).

This study aims to examine the impact of AI on student learning at LAUTECH by analyzing the
level of AI integration, student perspectives, and the resulting educational outcomes. Through a
comprehensive analysis of these factors, this research aims to provide valuable insights into the
successes and obstacles of AI adoption in the Nigerian educational system. The findings will
contribute to the broader discussion on the role of AI in education and provide recommendations
for enhancing its use to improve student learning experiences while addressing potential
drawbacks.

1.2 Statement of the Problem

While artificial intelligence (AI) has immense potential for changing education and enhancing
learning outcomes, its incorporation into educational settings brings a plethora of obstacles and
concerns. As AI technologies continue to improve and become more popular in educational
institutions, there is an urgent need to critically analyze their influence on student learning
experiences and identify possible hazards and possibilities connected with their adoption
(Holmes, Bialik, & Fadel, 2019).

One significant difficulty is providing fair access to AI-driven educational tools. Despite AI's
ability to tailor instruction and meet varied student requirements, discrepancies in access to

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technology and digital literacy abilities can disadvantage or marginalize particular student groups
(OECD, 2020). This digital gap is particularly prominent in underdeveloped nations like Nigeria,
where unequal access to technology resources might hinder the efficiency of AI technologies
(Williamson & Eynon, 2020).

Data privacy and security considerations can provide substantial obstacles. AI systems rely on
the gathering and analysis of huge amounts of student data, posing ethical challenges regarding
the preservation and use of this data, especially sensitive information like biometric data and
learning analytics (Ferguson, 2012). Ensuring effective data governance to protect student
privacy is crucial (Williamson & Eynon, 2020).

Ethical problems further hamper AI incorporation in education. AI systems can reflect and
reinforce biases contained in their training data, leading to unfair or discriminating outputs.
Addressing these biases is critical to prevent increasing current educational gaps (Baker &
Hawn, 2021; Selwyn, 2019).

Researching student opinions of AI in education is vital. Negative attitudes or aversion to AI

might impair its efficacy and the entire learning experience (Chen, 2020). Given these problems,
there is an obvious need for extensive study to identify and address the concerns surrounding AI
integration in education, particularly within the context of Nigerian higher education institutions
like Ladoke Akintola University of Technology (LAUTECH).

1.3 Justification of the Study

Integrating artificial intelligence (AI) into education has the potential to greatly change learning
experiences, making it an important topic of study. Artificial intelligence (AI) can customize
education by addressing the specific requirements of students and offering personalized learning
experiences. This may result in enhanced learning outcomes and increased student engagement
(Holmes, Bialik, & Fadel, 2019). It is essential to comprehend the efficient implementation of AI
in various educational settings, especially in developing nations such as Nigeria, to fully realize
the advantages (Zawacki-Richter et al., 2019).

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Unequal access to technology may worsen pre-existing disparities in schooling (OECD, 2020).
The objective of investigating the problems and prospects of AI integration at Ladoke Akintola
University of Technology (LAUTECH) is to provide insights that may facilitate the bridging of
the digital divide, therefore assuring fair and equal access to educational resources powered by
AI for all students.

The implementation of AI in education raises substantial issues around data privacy and security.
AI systems need the gathering and examination of substantial quantities of student data, which
gives rise to ethical and legal concerns around the safeguarding of data (Ferguson, 2012). To
create strong data governance systems that safeguard student privacy and adhere to legal
mandates, it is crucial to comprehend these problems (Williamson & Eynon, 2020).

To guarantee justice and eliminate prejudice, it is essential to address ethical issues throughout
the deployment of AI. AI algorithms may perpetuate existing biases in the data they are trained
on, leading to biased outputs (Baker & Hawn, 2021). Exploring these ethical concerns adds to
the creation of AI systems that promote diversity and justice in education (Selwyn, 2019).

Understanding student opinions and attitudes towards AI is vital for its effective deployment.
Students' acceptance and favourable attitudes towards AI may considerably impact its efficacy
and the entire learning experience (Chen, 2020). Examining these attitudes at LAUTECH will
give useful insights that may drive strategies for boosting AI adoption in educational contexts.

The research is prompted by the necessity to examine the diverse consequences of AI in

education, especially within the context of Nigerian higher education. The results will contribute
to the greater knowledge of AI integration in education, including suggestions for improving its
usage while addressing possible obstacles.

1.4 Aims and Objectives

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Aim: The major purpose of this study is to examine the influence of artificial intelligence (AI)
on student learning at Ladoke Akintola University of Technology (LAUTECH). This research
tries to analyze the advantages, obstacles, and ethical implications involved with AI integration
in education.

Objectives:

i. To identify and know how AI-powered technologies and applications being used in the
education sector, and their documented effects on student learning.
ii. To evaluate it usefulness and know it downside among students.
iii. To empirically evaluate the impact of specific AI-based educational technologies on
students, examining factors such as:
 Student engagement, motivation, and self-regulated learning
 Academic achievement, knowledge retention, and skill development
 Critical thinking, problem-solving, and creativity
 Perceptions and attitudes towards AI-enhanced learning
iv. To analyze the collected data to identify the key benefits, limitations, and unintended
consequences of AI's impact on the learning behaviors and academic performance of
students, and develop a set of evidence-based recommendations for the effective and
ethical deployment of AI in tertiary education.
v. To generate the analysis report on a dashboard that synthesizes the research findings,
presents a detailed discussion of the implications for tertiary-level students, and outlines
future research directions on the topic of AI's influence on student learning in higher
education.

1.5 Significance of the Study

The study examines the effect of AI on student learning at Ladoke Akintola University of
Technology (LAUTECH). AI can enhance individual learning, improve educational results, and
simplify routine chores, giving real-time feedback and helping different learners. The study also
aims to highlight social issues and ensure fair access to AI technologies. By focusing on

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LAUTECH, this study offers insights for lawmakers to develop effective AI-driven educational
strategies, training students for a future where AI is integral to various sectors.

1.6 Scope of the Study

This research intends to evaluate the influence of artificial intelligence (AI) on student learning
at Ladoke Akintola University of Technology (LAUTECH). The research will concentrate on
undergraduate and postgraduate students across several disciplines at LAUTECH. The scope of
the research spans numerous major areas to provide a complete examination of AI's integration
into the educational environment at LAUTECH. The scope of the research enables a focused and
complete investigation of AI's involvement in education at LAUTECH. This tailored strategy
will allow the study to produce meaningful findings and suggestions for enhancing AI
integration in the educational setting.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction to artificial intelligence

Artificial intelligence (AI) is a diverse field of computer science that includes creating computers
capable of executing activities that normally require human thought. These tasks vary from
learning and thought to problem-solving, awareness, and language understanding. As AI
continues to progress, its uses and effects stretch across multiple areas, including healthcare,
finance, transportation, and especially education.

Artificial Intelligence (AI) refers to the capacity of machines to replicate intelligent human
behaviour. It comprises a wide variety of methods and approaches aimed at allowing computers
to accomplish activities that traditionally require human intelligence, including comprehending
natural language, identifying patterns in data, making choices, and learning from experience.

AI technologies have advanced dramatically since their birth, spurred by increases in computer
power, large data, and algorithms. These technologies are altering several industries, including
healthcare, banking, transportation, and education, by automating procedures, boosting
productivity, and enabling new possibilities.

In education, AI offers the potential to improve learning experiences by tailoring education to

individual student requirements, boosting administrative efficiency, and promoting new kinds of
teaching and learning. From intelligent tutoring systems that adapt to individuals' learning styles
to predictive analytics that detect at-risk pupils, AI is transforming how education is provided
and experienced.

However, the incorporation of AI in education also creates obstacles, such as issues about data
privacy, algorithmic bias, and guaranteeing fair access to AI technologies across diverse
socioeconomic backgrounds. Addressing these difficulties is vital to realizing the full potential of
AI in advancing educational results and preparing students for an increasingly digital and
automated society.

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2.2 Historical Background of AI

The birth of AI as an academic field goes back to the mid-20th century. The word "Artificial
Intelligence" was created during the Dartmouth Conference in 1956, which marked the official
start of AI study. Early AI studies centered on problem-solving and symbolic methods. The
1980s witnessed the emergence of expert systems, which applied complicated rule-based
algorithms to replicate human decision-making in specific areas (Russell & Norvig, 2020).

In recent decades, improvements in processing power, algorithms, and data access have pushed
AI to new heights. Machine learning, a part of AI that includes teaching computers on data to
create guesses or decisions, has become increasingly important. Deep learning, a subset of
machine learning, uses neural networks with several layers to study huge amounts of data and
has created gains in fields such as picture and voice recognition (LeCun, Bengio, & Hinton,
2015).

2.3 What is artificial intelligence (AI)?

Artificial intelligence (AI) refers to the emulation of human intellectual processes by technology,
notably computer systems. These processes include learning (the acquisition of knowledge and
rules for applying the information), reasoning (using rules to achieve approximate or definite
conclusions), and self-correction. AI comprises a broad variety of technologies and
methodologies, aiming at making computers 'intelligent' to the degree that they can accomplish
jobs that traditionally require human intellect.

2.4 Key Technologies in Artificial Intelligence (AI)

Artificial intelligence (AI) is a vast discipline spanning numerous strategies that allow robots to
display intelligent behaviour. Here's a summary of several important technologies driving
breakthroughs in AI, along with pertinent references:

1. Machine Learning (ML): This discipline enables computers to learn from data without explicit
programming. ML algorithms can scan enormous volumes of data, detect patterns, and make
predictions or enhance performance on a given activity. Here are some important ML
approaches:

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  Supervised Learning: Trains the algorithm using labelled data, where each data point has
a corresponding intended outcome (e.g., spam filter learning from emails labelled "spam"
or "not spam").
 Unsupervised Learning: Deals with unlabeled data, where the algorithm detects patterns
and structures within the data on its own (e.g., grouping similar customer data points for
targeted marketing campaigns).
 Reinforcement Learning: Mimics how people learn via trial and error. The algorithm
interacts with an environment, gets rewards for positive actions and punishments for poor
ones, and eventually improves its decision-making (Sutton & Barto, 2018).

2. Deep Learning (DL): Inspired by the structure and function of the human brain (LeCun,
Bengio, & Hinton, 2015), deep learning employs artificial neural networks - complex
arrangements of linked nodes that learn detailed patterns from vast datasets. This allows deep
learning models to handle tough tasks like:

 Image Recognition: Analyzing photos with exceptional accuracy, detecting objects,

people, and even emotions (Russakovsky et al., 2015). This technique has potential in
self-driving automobiles, face recognition, and medical image analysis.
 Natural Language Processing (NLP): This area focuses on allowing computers to
interpret and produce human language. Deep learning has substantially expanded NLP,
enabling computers to translate languages, summarize text, and even generate various
forms of creative material (Young et al., 2018). NLP is transforming customer service
with chatbots delivering 24/7 help and tailored interactions.

3. Computer Vision (CV): This area provides computers with the capacity to comprehend and
grasp visual information from the world (Marr, 1982). CV applications include:

 Object Detection and Recognition: Identifying and finding items inside photos and videos
(e.g., self-driving automobiles detecting pedestrians and traffic signs).

4. Natural Language Processing (NLP) (described above): As indicated previously, NLP focuses
on bridging the gap between human language and machine comprehension. Deep learning plays
a vital part in NLP improvements, allowing activities like:

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  Machine Translation: Converting text from one language to another while keeping
meaning.
 Sentiment Analysis: Understanding the emotional tone of the text (e.g., positive,
negative, neutral).
 Text Summarization: Conveying the main points of a text in a concise form.

5. Robotics: This area integrates AI with mechanical engineering to produce robots capable of
executing tasks in the real world (Siciliano & Khatib, 2016). AI algorithms can control a robot's
motions, evaluate sensor data, and make choices depending on its surroundings. Robotics
improvements are seen in:

 Industrial Automation: Robots doing repetitive duties in industry.

 Search and Rescue: Robots aiding in dangerous areas.

2.5 Applications of AI

AI is changing various sectors, improving efficiency and providing new possibilities.

 Healthcare: Diagnosis, drug discovery, individualized therapy suggestions, and patient

monitoring.
 Transportation: Self-driving cars, traffic management, route optimization, and logistics.
 Finance: Fraud detection, portfolio optimization, stock trading, and risk management.
 Entertainment: Content suggestion, game-playing, movie/music production, and virtual
assistants.
 Education: Personalized learning, intelligent tutoring, grading automation, and
educational content development.
 Manufacturing: Process automation, quality control, predictive maintenance, and supply
chain optimization.
 Smart Cities: Traffic management, energy efficiency, public safety, and urban planning.
 Environmental Conservation: Wildlife monitoring, habitat protection, and climate change
modelling.

2.6 Artificial intelligence in the field of education.

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The use of artificial intelligence (AI) in educational institutions signifies a very influential
advancement in recent times. AI technologies such as machine learning, natural language
processing, and data analytics are being used more and more to improve several elements of
education (Russell & Norvig, 2020). These technologies are specifically created to replicate
human cognitive processes, such as learning, reasoning, and self-correction. They are used in
educational environments to enhance teaching techniques, customize learning experiences, and
simplify administrative work (Holmes, Bialik, & Fadel, 2019).

2.7 Background of AI in Education

Artificial Intelligence (AI) has increasingly made its way into numerous areas, dramatically
altering businesses ranging from healthcare to finance, and most importantly, education. The
incorporation of AI into education has brought about considerable changes in how educational
information is provided, how students learn, and how instructors manage their teaching
processes. This background part digs into the development, present uses, and prospects of AI in
the educational sector.

The use of artificial intelligence in the field of education is a well-established notion. The origins
of intelligent tutoring systems (ITS) may be traced back to the 1960s when efforts were made to
create systems that could provide individualized feedback and advice to students (Sleeman &
Brown, 1982). Advancements in computer science and AI have greatly improved these systems
over the years, making them more advanced and adaptable for learning. Advancements in
computer power, the accessibility of extensive datasets, and the creation of sophisticated
algorithms have propelled the advancement of AI technologies (Chen, 2020).

2.8 Evolution of AI in Education

The implementation of AI in education is not a sudden development but a steady integration of

increasing technology. The voyage of AI in education may be traced back to the 1960s with the
development of primitive computer-based teaching systems. Early systems like SCHOLAR,
created in the early 1970s, were among the earliest efforts to employ AI for educational purposes
(Carbonell, 1970). These systems were developed to offer domain-specific information via
interactions with students.

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The 1980s witnessed the rise of increasingly advanced Intelligent Tutoring Systems (ITS) that
intended to resemble human tutors by offering tailored feedback and responding to the learner's
requirements (Wenger, 1987). These systems were founded on cognitive theories of learning and
tried to identify the student's knowledge status and learning requirements.

In the 21st century, the introduction of big data and breakthroughs in machine learning have
boosted AI's capabilities, leading to more refined and effective educational technology. Modern
AI systems can evaluate enormous volumes of educational data, predict student success, and
deliver real-time, individualized learning experiences (Chen et al., 2020).

2.9 Current Applications of AI in Education

AI's involvement in education today is varied, spanning many tools and applications aimed to
increase learning outcomes and expedite educational procedures.

i. Intelligent Tutoring Systems (ITS): These systems give one-on-one training customized
to the requirements of individual pupils. They can recognize knowledge gaps and
customize the training appropriately, making learning more efficient (VanLehn, 2011).
Intelligent tutoring systems (ITS) constitute one of the most well-researched fields of AI
in education. These systems utilize AI algorithms to imitate the individualized attention
that a human tutor could offer, adjusting to the learning demands and speed of individual
students (Anderson, Corbett, Koedinger, & Pelletier, 1995). ITS can assess student
mistakes, give targeted feedback, and provide extra materials or activities to overcome
particular learning gaps (VanLehn, 2011).

ii. Adaptive Learning Technologies: AI-driven adaptive learning systems adjust

instructional material depending on the learner's progress and preferences. These systems
continually modify the difficulty and kind of material given to maximize learning
(Knewton, 2020). Adaptive learning systems enhance the possibilities of ITS by
employing real-time data analytics to continually analyze student performance and alter
the learning material appropriately (Ferguson, 2012). These systems leverage a range of
data elements, including student interaction data, assessment results, and even
physiological data, to construct highly individualized learning routes (Zawacki-Richter et

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 al., 2019). Research has demonstrated that adaptive learning technology may lead to
enhanced student engagement and academic success by offering information that is
appropriately demanding and relevant to each learner (Holmes, Bialik, & Fadel, 2019).

iii. Automated Grading Systems: AI-powered grading systems can analyze student
assignments and tests, delivering rapid feedback. This decreases the effort of educators
and enables them to concentrate more on interactive instruction (Piech et al., 2015).
Automated grading systems are among the most practical uses of AI in education. These
systems employ machine learning algorithms to evaluate student work, such as essays
and assignments, offering rapid and consistent feedback (Jordan & Mitchell, 2015).
Automated grading not only decreases the effort for educators but also assures fairness
and impartiality in evaluation (Baker & Hawn, 2021). Studies have shown that AI-
powered grading systems may attain accuracy levels equivalent to those of human
graders, especially in the assessment of standardized and organized responses (Zawacki-
Richter et al., 2019).

iv. Learning Analytics: AI is used to evaluate educational data to give insights into student
performance and behaviour. Learning analytics can identify at-risk kids, recommend
interventions, and aid in curriculum creation (Siemens & Baker, 2012).

v. Natural Language Processing (NLP) Applications: AI systems employing NLP can

interpret and synthesize human language, making it feasible to construct complex
chatbots and virtual assistants that accompany students in their learning processes
(Milošević et al., 2017).

vi. Gamification and Educational Games: AI enriches educational games by making them
more engaging and customized. Gamification approaches are utilized to boost student
engagement and motivation (Li & Tsai, 2013). Gamification, the use of game design
features in non-game environments is a strong method for improving student
engagement. AI-driven gamification tactics may generate individualized and interactive
learning experiences that push students to engage and flourish (Deterding et al., 2011).

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 For instance, AI may design game-based learning activities to meet students' skill levels
and interests, delivering rapid feedback and incentives that reinforce learning (Chen,
2020).

vii. Predictive Analytics: Predictive analytics includes utilizing AI to examine historical and
real-time data to anticipate future events. In education, predictive analytics may be used
to identify kids in danger of dropping out or failing, enabling educators to intervene early
with focused assistance (Ferguson, 2012). These systems examine a broad variety of data,
including academic performance, attendance records, and engagement measures, to
deliver actionable insights that might enhance student retention and success rates (Baker
& Hawn, 2021).

viii. Virtual Reality (VR) and Augmented Reality (AR): Virtual reality (VR) and augmented
reality (AR) are developing technologies that may enable immersive and interactive
educational experiences. AI advances these technologies by allowing real-time
modification of the material depending on student engagement. For example, in a VR-
based history lecture, AI may modify the difficulty of assignments or the degree of
information offered depending on the student's progress and engagement (Holmes,
Bialik, & Fadel, 2019). These technologies have been proven to considerably boost
student engagement and motivation by offering a more dynamic and engaging learning
environment (Freina & Ott, 2015).

2.10 Potential & Future Directions

The promise of AI in education goes beyond present uses, promising to change the educational
environment in various ways:

i. Tailored Learning: Future AI systems will deliver even more tailored learning
experiences, assessing not only academic demands but also the emotional and
psychological condition of students to adapt assistance (Zawacki-Richter et al., 2019).
ii. Global Access to Education: AI can bridge the educational gap by bringing high-quality
learning materials to underprivileged and rural places, guaranteeing equal access to
education (Holmes et al., 2019).

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 iii. Teacher Support and Professional Development: AI may aid teachers by automating
administrative activities, evaluating classroom data to enhance teaching tactics, and
giving professional development materials suited to their requirements (Darling-
Hammond et al., 2020).
iv. Lifelong Learning and Skill Development: AI will play a vital role in promoting lifelong
learning by offering ongoing education and skill development opportunities, and helping
people adapt to the shifting labour market (OECD, 2019).

2.11 Global Perspectives

Globally, universities like as Stanford University and the Massachusetts Institute of Technology
(MIT) have been at the forefront of incorporating AI into their instructional procedures. These
schools have created sophisticated AI systems for customized learning, predictive analytics for
student achievement, and AI-driven research tools. For example, Stanford’s application of AI in
tailored learning settings has resulted in considerable increases in student results (Zawacki-
Richter et al., 2019). Similarly, MIT’s AI programs have focused on increasing research capacity
and giving real-time feedback to students, showcasing the potential of AI to improve higher
education (OECD, 2020).

2.12 Students' Perception of AI

As AI technologies become increasingly incorporated into educational settings, assessing

students' perspectives of AI is critical. These impressions may greatly affect the uptake,
acceptability, and usefulness of AI systems in learning contexts. This section analyzes many
elements of how students perceive AI in education, the causes affecting these views, and the
consequences for educational practice.

Students often have a mixed impression of AI in education. While some students regard AI as a
helpful tool that may improve their learning experiences, others raise worries about its
ramifications. Positive impressions frequently relate to the individualized learning possibilities

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AI may bring. For instance, adaptive learning systems may adjust instructional material to fit
individual requirements, hence enhancing engagement and learning results (Holmes et al., 2019).

However, students also express worries surrounding data privacy, the potential for AI to replace
human contact, and the trustworthiness of AI systems. The dread of being continually tracked
and the confusion about how their data is being utilized are important difficulties (Selwyn,
2019). Additionally, students fear that AI can diminish options for personal engagement with
professors and classmates, which they deem crucial for their educational experience (Zawacki-
Richter et al., 2019).

2.13 Factors Influencing Students' Perceptions

Several aspects impact how students view AI in education:

 Awareness and knowledge: Students' degree of awareness and knowledge of AI

dramatically impacts their perspective. Those with a better awareness of AI's capabilities
and limits are more likely to have a favourable opinion (Chen et al., 2020).
 Experience with AI Tools: Students who have had good experiences utilizing AI tools in
their learning processes tend to perceive AI more positively. Conversely, unpleasant
experiences might lead to doubt and resistance (Holmes et al., 2019).
 Trust and Reliability: Trust in AI systems plays a critical role. Students are more likely to
have a good opinion of AI if they feel the systems are dependable and can be trusted to
give accurate and fair results (Baker & Hawn, 2021).
 Cultural and Social Context: Cultural and social circumstances can impact students'
perspectives. In certain cultures, there may be a greater degree of acceptance and
excitement for new technology, whereas, in others, there may be more scepticism and
opposition (OECD, 2019).

2.14 Implications for Educational Practice

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Understanding students' views of AI has crucial consequences for the effective integration of AI
in education:

 Addressing worries: Educators and politicians need to address students' worries about
data privacy, ethical usage, and the possible influence on human contact. Transparent
communication regarding how data is acquired, utilized, and safeguarded may help
establish trust (Selwyn, 2019).
 Enhancing AI Literacy: Increasing students' awareness of AI via specific curricular
modules or workshops might help demystify AI technology and assuage anxieties. AI
literacy projects should concentrate on teaching students about both the advantages and
limits of AI (Chen et al., 2020).
 Involving Students in the Design Process: Involving students in the design and
deployment of AI technologies may guarantee that their wants and concerns are
effectively addressed. This interactive method may lead to better user-friendly and
approved AI systems (Holmes et al., 2019).
 Fostering a favourable Attitude via Teachers: Training teachers to properly utilize AI
technologies and explain their advantages to students may promote a more favourable
attitude towards AI in education. Teachers have a significant influence in moulding
students' attitudes and adoption of new technology (Darling-Hammond et al., 2020).
 Equity and Accessibility: Ensuring fair access to AI technologies is crucial to prevent the
digital gap from expanding. Efforts should be undertaken to give all students, regardless
of their socio-economic status, access to AI-driven educational materials (OECD, 2019).

2.15 Future Directions for AI in Education

The integration of Artificial Intelligence (AI) in education has already made considerable
achievements in revolutionizing learning and teaching approaches. As technology continues to
evolve, the future of AI in education presents even more possibilities for innovation and
improvement. This section analyzes possible prospects for AI in education, concentrating on
breakthroughs in individualized learning, ethical issues, increased teacher assistance, and the
creation of new educational paradigms.

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 2.15.1 Enhancing Personalization and Adaptivity

Future AI systems are likely to provide even higher degrees of customization and adaptivity,
utilizing improvements in machine learning and data analytics to provide more individualized
and effective learning experiences (Zawacki-Richter et al., 2019). These systems will be able to
continually learn from student interactions, adjusting in real time to suit the increasing demands
of learners (Holmes, Bialik, & Fadel, 2019).

2.15.2 Addressing Ethical Challenges

Addressing the ethical problems connected with AI will be important for its sustainable and fair
use in education. This involves setting norms and procedures for data protection, assuring
transparency and accountability in AI systems, and correcting biases in AI algorithms (Baker &
Hawn, 2021). Collaborative efforts between educators, legislators, and technologists will be
crucial to building ethical frameworks that safeguard student rights and promote justice (Selwyn,
2019).

2.15.3 Improving Access and Equity

Efforts to promote access and fairness in AI-driven education will be vital. This involves
tackling the digital gap by ensuring that all pupils have access to essential technology and
providing help for acquiring digital literacy skills (OECD, 2020). Policies and activities focused
on minimizing socioeconomic and geographic inequities will be vital in ensuring that the
advantages of AI in education are available to all pupils (Williamson & Eynon, 2020).

2.16 Theoretical Framework

The theoretical basis for this research on the influence of artificial intelligence (AI) on student
learning at Ladoke Akintola University of Technology (LAUTECH) is built on numerous
fundamental educational theories and models. These ideas give an organized framework to
examine how AI might affect educational processes, results, and experiences. This framework
will guide the study design, data gathering, and analysis.

2.16.1 Constructivist Learning Theory

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Constructivist learning theory believes that learners create knowledge via their experiences and
interactions with the environment. AI can assist constructivist learning by offering tailored
learning experiences that adapt to the requirements and interests of individual students.
Intelligent tutoring systems and adaptive learning platforms are examples of AI applications that
assist constructivist learning by giving tailored feedback and learning routes (Piaget, 1952;
Vygotsky, 1978).

 Piaget's Cognitive Development approach: Jean Piaget's approach stresses the active role
of learners in generating knowledge. AI systems may correspond with Piaget's phases of
cognitive development by giving age-appropriate and cognitively taxing activities that
enhance critical thinking and problem-solving abilities (Piaget, 1952).
 Vygotsky's Social Constructivism: Lev Vygotsky's approach underlines the relevance of
social interaction in learning. AI may boost social constructivist learning by supporting
collaborative learning settings where students can connect with classmates and AI agents,
hence increasing their learning via social engagement (Vygotsky, 1978).

2.16.2 Behaviorist Learning Theory

Behaviourist learning theory focuses on observable actions and the influence of external stimuli
on learning. AI may use behaviourist concepts by giving rapid feedback and reinforcement to
change student behaviour and learning results. For instance, AI-driven educational games and
simulations may apply reinforcement learning to reward the right responses and educate students
towards desirable behaviours (Skinner, 1953).

 Skinner's Operant Conditioning: B.F. Skinner's operant conditioning theory is founded on

the premise that actions are impacted by their consequences. AI systems may utilize
reward mechanisms to support good learning behaviours and discourage bad ones, hence
boosting student motivation and engagement (Skinner, 1953).

2.16.3 Cognitive Load Theory

Cognitive load theory, established by John Sweller, stresses the necessity of controlling cognitive
load to maximize learning. AI may assist minimize the superfluous cognitive strain by tailoring

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material delivery and providing scaffolding that supports cognitive processes. Adaptive learning
technology may modify the difficulty of activities depending on the learner's present
comprehension, ensuring that pupils are neither overloaded nor under-challenged (Sweller,
1988).

 Intrinsic, superfluous, and Germane Load: AI may be constructed to decrease superfluous

load (irrelevant information) and boost germane load (information that contributes to
learning). This optimization aids in better regulating the intrinsic load (complexity of the
content itself) to increase overall learning efficiency (Sweller, 1988).

2.16.4 Self-Determination Theory

Self-determination theory (SDT), introduced by Deci and Ryan, focuses on the intrinsic
motivation of learners, motivated by the demands for autonomy, competence, and relatedness. AI
may promote SDT by enabling tailored learning experiences that improve student autonomy,
providing hard tasks that develop competence, and encouraging social connections via
collaborative learning tools (Deci & Ryan, 1985).

 Autonomy, Competence, and Relatedness: AI applications can enhance student

motivation by allowing learners to choose their learning paths (autonomy), offering
adaptive challenges that match their skill levels (competence), and enabling interaction
with peers and educators (relatedness) (Deci & Ryan, 1985).

2.16.5 Technology Acceptance Model

The Technology Acceptance Model (TAM) created by Davis (1989) offers a framework for
understanding how consumers learn to embrace and utilize technology. TAM says that perceived
utility and perceived ease of use are the major elements driving technology adoption. This
paradigm is significant to the research as it may assist examine how students and instructors at
LAUTECH perceive and use AI technology in their learning and teaching methods (Davis,
1989).

 Perceived Usefulness and Ease of Use: Understanding these variables may aid in building
AI systems that are user-friendly and valuable to the educational process, hence
improving acceptability and utilization among students and educators (Davis, 1989).

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Integrating Theories into the Study

The integration of these ideas into the research offers a comprehensive framework for assessing
the diverse influence of AI on education at LAUTECH. By integrating the cognitive,
behavioural, social, and motivational components of learning, the research may give complete
insights into how AI technology might be successfully applied to boost student learning
outcomes.

2.17 Overview of Learning Theories

Learning theories give frameworks for understanding how humans acquire, process, and retain
information. These ideas aid educators in constructing successful teaching practices and are
crucial in influencing the integration of technology, such as artificial intelligence (AI), into
educational contexts. Here, we present an overview of five of the most prominent learning
theories: behaviourism, cognitivism, constructivism, social learning theory, and connectivism.

1. Behaviorism

Behaviourism is a learning theory that focuses on observable actions and responses to

environmental stimuli. Founded by John B. Watson and subsequently extended by B.F. Skinner,
behaviorism holds that all behaviors are learned via conditioning.

 Classical Conditioning (Pavlov): Learning occurs when a neutral stimulus gets connected
with a significant input, resulting in a conditioned response.
 Operant Conditioning (Skinner): Learning is influenced by reinforcement and
punishment. Positive reinforcement enhances a behaviour by delivering a gratifying
result, whereas negative reinforcement strengthens a behaviour by eliminating an
undesirable situation. Punishment, in contrast, tries to diminish a behaviour.

Applications in AI: AI may incorporate behaviourist ideas via adaptive learning systems that
give instant feedback and reward. For instance, educational games and quizzes may reward the
right answers to promote sustained engagement and learning (Skinner, 1953).

2. Cognitivism

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Cognitivism originated as a response to behaviourism, stressing the significance of interior
mental processes. Key figures include Jean Piaget and Jerome Bruner, who focused on how
humans think, comprehend, and know.

 Cognitive Development Theory (Piaget): Suggests that learning is a process of adaptation

and assimilation, where people create and alter mental models depending on new
experiences.
 Information Processing Theory: Compares the mind to a computer, stressing how
information is received, processed, stored, and retrieved.

Applications in AI: AI systems may enhance cognitive learning by giving organized, step-by-
step problem-solving tasks that help students grow and improve their cognitive processes.
Intelligent tutoring systems that adjust to the learner's speed and give scaffolding are founded on
cognitivist ideas (Piaget, 1952).

3. Constructivism

Constructivism proposes that learners develop their understanding and knowledge of the world
via experiences and reflecting on those experiences. Key contributions include Jean Piaget and
Lev Vygotsky.

 Piaget’s Constructivism: Emphasizes the active role of learners in generating knowledge

via interaction with the environment.
 Vygotsky’s Social Constructivism: Highlights the importance of social interactions and
cultural context in the learning process, introducing the concept of the Zone of Proximal
Development (ZPD), which defines the gap between what a learner can do independently
and what they can achieve with guidance.

Applications in AI: AI can enhance constructivist learning by creating interactive, immersive

environments where learners may explore and experiment. Virtual laboratories and simulations
enable students to develop knowledge via hands-on exercises and collaborative projects
(Vygotsky, 1978).

4. Social Learning Theory

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Social Learning Theory, introduced by Albert Bandura, stresses the significance of watching,
modelling, and mimicking the behaviours, attitudes, and emotional responses of others. It
includes components of both behaviourist and cognitive philosophies.

 Observational Learning: Learning happens by observing others and mimicking their

behaviour. Bandura's renowned "Bobo doll" experiment revealed that youngsters might
acquire violent actions via observation.
 Self-Efficacy: Belief in one’s capacities to arrange and execute the courses of action
necessary to handle foreseeable problems.

Applications in AI: AI technologies, such as virtual mentors and peer-learning platforms, may
exploit social learning theory by offering chances for students to watch and engage with both AI
agents and peers, hence boosting learning via social interaction (Bandura, 1986).

5. Connectivism

Connectivism, introduced by George Siemens and Stephen Downes, is a relatively recent

learning theory that examines the influence of technology on learning in the digital era. It
highlights the function of the social and cultural environment and the value of networks in the
learning process.

 Learning as Network Creation: Knowledge is spread throughout a network of

connections, and learning consists of the capacity to develop and traverse those networks.
 Importance of Digital Literacy: Learners must learn abilities to explore, assess, and apply
information from digital sources successfully.

Applications in AI: AI may enable connectivist learning by easing access to huge networks of
knowledge and resources. Learning management systems (LMS) and social media platforms may
link learners to varied sources of information and expert networks, facilitating ongoing, self-
directed learning (Siemens, 2005).

2.18 Role of Technology in Learning

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Technology plays a revolutionary role in education, boosting the teaching and learning
experience in multiple ways. Its incorporation into educational settings has grown throughout the
years, bringing about substantial changes in how educators teach and how students learn. This
section covers the different roles technology plays in learning, backed by scholarly sources.
Technology has a diverse role in learning, including expanded educational access, tailored
learning experiences, better collaboration and communication, higher engagement and
motivation, novel evaluation techniques, and inclusive education. As technology advances, its
potential to alter education and enhance learning outcomes expands, creating new possibilities
and challenges for both educators and students.

2.18.1 Access to Education

Technology has drastically enhanced access to education, breaking down geographical obstacles
and offering learning possibilities for students throughout the globe. Online courses, remote
learning programs, and open educational resources (OER) have made education more accessible
to a larger audience.

 Online Learning Platforms: Platforms such as Coursera, edX, and Khan Academy
provide a broad choice of courses that can be accessed from anywhere, enabling chances
for lifelong learning (Allen & Seaman, 2017).
 Open Educational Resources (OER): These resources, including free textbooks, course
materials, and lectures, democratize education by making high-quality information
accessible to anybody with internet access (Wiley, 2014).

2.18.2 Personalizing Learning Experiences

One of the most important contributions of technology to education is the capacity to tailor
learning. Adaptive learning technologies and intelligent tutoring systems (ITS) customize
educational experiences to match the particular requirements and learning styles of pupils.

 Adaptive Learning: Technologies that employ algorithms to modify the difficulty and
kind of information depending on student performance, offering a tailored learning route
(Johnson et al., 2016).

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  Intelligent Tutoring Systems: These systems give tailored training and feedback,
imitating one-on-one tutoring and helping students grasp courses at their speed
(VanLehn, 2011).

2.18.3 Facilitating cooperation and Communication

Technology increases cooperation and communication among students and between students and
professors. Collaborative tools and platforms enhance group work, peer learning, and successful
communication.

 Collaborative Tools: Tools like Google Docs, Slack, and Microsoft Teams enable
students to work together in real-time, sharing ideas and resources, and collaborating on
projects (Hwang et al., 2014).
 Virtual Classrooms: Video conferencing systems such as Zoom and Microsoft Teams
offer virtual classrooms, where students and instructors may engage as they would in a
real classroom (Bower, 2019).

2.18.4 Supporting Engagement and Motivation

Educational technology may boost student engagement and motivation via interactive and
gamified learning experiences. These tools make learning more pleasurable and interesting.

 Gamification: The introduction of gaming aspects into learning settings to encourage and
engage students. Examples include employing badges, leaderboards, and levels to
promote participation and accomplishment (Deterding et al., 2011).
 Interactive Simulations: Tools like PhET Interactive Simulations enable students to
participate in hands-on learning experiences that would be impossible to reproduce in a
typical classroom (Adams et al., 2008).

2.18.5 Enhancing Assessment and Feedback

Technology enables creative methods to evaluate student learning and deliver timely feedback.
Digital exams may give rapid results and insights into student performance.

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  Formative Assessments: Technologies that give real-time feedback to students, helping
them comprehend their progress and areas for growth (Black & Wiliam, 2009).
 Data Analytics: Learning management systems (LMS) and other educational technology
employ data analytics to analyze student performance and give actionable insights to
instructors (Siemens & Long, 2011).

2.18.6 Enabling Inclusive Education

Technology helps inclusive education by offering tools and resources that respond to the
different needs of all learners, including those with impairments.

 Assistive Technologies: Tools such as screen readers, speech-to-text software, and

adaptable keyboards assist students with disabilities access and engaging in learning
activities (Dell et al., 2017).
 Universal Design for Learning (UDL): Technology helps UDL by giving different modes
of representation, engagement, and expression, guaranteeing that all students may access
and interact with learning resources (Meyer et al., 2014).

2.19 Impact of AI on Students' Learning

Artificial Intelligence (AI) has rapidly become a vital aspect of the educational environment,
transforming how students learn and how educators educate. Its influence on students' learning
spans multiple aspects, including individualized learning, better engagement, and improved
academic achievement. This section addresses the complex influence of AI on students' learning
with an emphasis on the advantages, problems, and consequences.

i. Personalized Learning: AI can personalize learning experiences by adapting training and

material to individual student requirements, learning styles, and progress. This may lead
to deeper knowledge, increased engagement, and a more successful learning process
(Rose et al., 2019).
ii. Enhanced Feedback and Support: AI-powered tutors and feedback systems may give
students with rapid, focused feedback on assignments and tests. This may help
individuals identify areas requiring improvement and foster self-directed learning.

26
iii. Engaging Learning Experiences: AI may be used to create interactive, gamified learning
experiences that make learning more interesting and engaging, especially for students
who struggle with conventional approaches.
iv. Accessibility and Scalability: AI-powered technologies can give students with 24/7
access to learning materials and assistance, regardless of location or time limitations. This
may be especially advantageous for pupils in rural places or with impairments.
v. Data-Driven Insights: AI can evaluate student data to detect learning patterns, foresee
prospective challenges, and influence instructional tactics. This may help instructors
modify their approach to better match the requirements of their pupils.

Challenges

i. Teacher Replacement Anxiety: Some students may fear that AI may replace instructors
totally, decreasing the relevance of human contact in education (Elia et al., 2021). It's
vital to underline that AI should support instructors, not replace them.
ii. Bias and Fairness: AI systems may perpetuate current social prejudices if not properly
constructed and controlled. Ensuring fairness in AI-powered evaluations and
individualized learning paths is crucial.
iii. Data Privacy and Security: The usage of student data in AI systems poses privacy issues.
Schools and developers need to ensure data protection and acquire informed permission
from kids and parents.
iv. Limited Access and Equity: Unequal access to technology and the Internet among pupils
might limit the usefulness of AI-powered learning aids. Efforts to overcome the digital
gap are vital for inclusive AI deployment.
v. Explainability and Transparency: Understanding how AI systems arrive at their
judgments, especially in complicated deep learning models, is vital. A lack of openness
may impair trust and make it harder to recognize and resolve any biases.

2.20 AI's Impact on Academic Achievement

The impact of AI on student academic attainment is a complicated subject having both good and
negative possibilities. The influence of AI on academic attainment relies on smart

27
implementation and appropriate usage. By embracing the capabilities of AI while resolving
problems, we can build a future where AI enables students to accomplish their academic
objectives. Here's a deeper look at the impact of AI on academic performance:

i. Personalized Learning: AI can personalize learning experiences by adapting training and

material to particular student requirements and learning styles. This tailored strategy may
lead to deeper knowledge, increased attention, and ultimately, higher academic
accomplishment (Rose et al., 2019).
ii. Enhanced Feedback and Support: AI-powered tutors and feedback systems give students
with fast, tailored feedback on projects and tests. This real-time assistance helps students
discover areas for development, solve knowledge gaps, and adjust their study habits,
thereby enhancing academic achievement.
iii. Adaptive Learning: AI systems can alter the difficulty level of learning materials
depending on student performance. This ensures students are pushed without being
overwhelmed, keeping them interested and increasing mastery of topics, which may
correlate to greater academic achievements.
iv. Automated Grading and Feedback: AI-powered grading systems can rapidly and
effectively evaluate repetitive jobs like multiple-choice questions, freeing up instructors'
time for more individualized feedback on complicated assignments. This enables
instructors to concentrate on aiding difficult students and preparing more effective
education, perhaps leading to improved academic attainment overall.
v. 24/7 Learning help: AI-powered solutions may give students with access to learning
materials and help outside of classroom hours. This enables for self-directed learning and
remediation at the student's speed, perhaps leading to a better knowledge of the content
and greater academic achievement.

Challenges

 Over-reliance on AI: While AI may be a beneficial tool, over-dependence on it might

hamper the development of critical thinking abilities and the capacity to learn
independently. Effective use of AI should enhance conventional education, not replace it.
 Bias in Algorithms: AI algorithms may perpetuate existing social prejudices if the data
used to train them is biased. This may lead to unjust evaluations or uneven learning

28
 opportunities for specific student groups. Careful selection of training data and continual
monitoring are crucial to reduce bias.
 Teacher Training and Assistance: Teachers require sufficient training and assistance to
properly incorporate AI technologies into their teaching methods. This involves knowing
how AI works, how to identify acceptable tools, and how to utilize them in a manner that
compliments their teaching approach.
 Limited Access and Equity: Unequal access to technology and the Internet among
students might hamper the usefulness of AI-powered learning aids. Efforts to bridge the
digital gap are vital for ensuring all students have the chance to benefit from AI in
education.
 Motivation and Student Engagement: While AI may make learning more exciting, it's not
a silver pill for motivation. Effective usage of AI should be combined with efforts to
develop intrinsic motivation and a passion for learning in pupils.

2.21 How AI Impacts Learning Behaviors

The advent of AI in education promises to transform the way students learn. The influence of AI
on learning behaviours relies on competent design and execution. By exploiting the potential for
tailored feedback, self-directed learning, and engagement, AI may create good learning habits in
students. However, it's necessary to address possible downsides and ensure AI complements,
rather than replaces, key parts of conventional schooling. Here's a discussion of how AI might
impact learning behaviours:

i. Increased Motivation and Engagement: AI-powered technologies may tailor learning

experiences, making them more dynamic and entertaining. Gamification components and
adaptive learning may accommodate individual preferences, providing a more
pleasurable and engaging learning environment that pushes students to engage actively.
ii. Improved Self-Directed Learning: AI-powered tutors and feedback systems may allow
students to take control of their learning. Immediate feedback helps students to self-
assess, discover knowledge gaps, and request clarification without depending exclusively
on professors. This may develop autonomous learning habits and a growth mentality.

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iii. Enhanced Focus and Time Management: AI systems may change the difficulty level of
learning materials and propose resources depending on student performance. This
tailored approach eliminates frustration and wasted time spent on subjects previously
learned. Students may concentrate on areas requiring development, resulting in a more
effective use of study time.
iv. Development of Metacognitive Skills: AI-powered feedback systems may give students
with insights into their learning process. This may help individuals develop
metacognitive abilities, such as self-evaluation, planning, and monitoring their learning
progress, leading to better self-awareness and enhanced learning techniques.
v. Collaboration and Knowledge Sharing: AI systems may enhance collaboration by linking
students with comparable learning styles or interests for group projects or conversations.
This may foster information sharing, peer learning, and the development of
communication skills.

Challenges:

 Passive Learning and Over-reliance on Technology: Overdependence on AI for feedback

and direction may lead to passive learning, inhibiting the development of critical thinking
and problem-solving abilities. It's vital to create a balance between AI help and student
initiative.
 Digital Distraction and Multitasking: Technology may be a double-edged sword. While
AI technologies might promote learning, they can also be sources of distraction.
Strategies to enhance focused learning and avoid multitasking in AI-powered settings are
vital.
 Equity and Access Issues: Unequal access to technology and the Internet may worsen
existing educational inequality. Efforts to bridge the digital gap are vital for ensuring all
kids can benefit from AI-powered learning tools.
 Development of a "Gaming the System" Mentality: Some students could concentrate on
exploiting flaws in AI systems to earn excellent scores without genuinely grasping ideas.
Careful design of AI tools and establishing a culture of actual learning are key.
 Social contact and Emotional Learning: While AI may promote cooperation, true social
contact and emotional learning remain vital parts of education. AI deployment should

30
 complement, not replace, chances for pupils to engage with classmates and build social-
emotional abilities.

2.22 AI's Impact on Learning Outcomes

The integration of Artificial Intelligence (AI) in education is a double-edged sword. While it

provides exciting options for advancement, possible downsides demand careful assessment. The
influence of AI on learning outcomes relies on smart design, implementation, and appropriate
usage. By embracing the capabilities of AI to customize learning, increase feedback, and
encourage mastery learning, while addressing the limitations, we may build a future where AI
enables students to achieve strong and fair learning outcomes. Let's look into the implications of
AI on learning outcomes, combining pertinent references:

i. Personalized Learning and Improved Knowledge Retention: AI can adapt education and
material depending on individual student requirements and learning styles (Baker, 2016).
This tailored strategy may lead to better comprehension, increased attention, and
ultimately, higher information retention (Clark & Mayer, 2016).
ii. Enhanced Feedback and Mastery Learning: AI-powered tutors and feedback systems give
students with fast, tailored feedback on assignments and exams. This enables for real-
time course adjustment, supporting a mastery learning style where students gain
knowledge before moving on (Butler, 1988).
iii. Adaptive Learning and Skill Development: AI systems can dynamically modify the
difficulty level of learning materials depending on student performance (VanLehn, 2006).
This provides an appropriate amount of difficulty, keeping students interested and
supporting the development of important skills.
iv. Automated Assessment and Efficiency: AI may automate repetitive processes like
grading multiple-choice questions, freeing up important instructor time (AI in Education
Working Group, 2019). This enables educators to concentrate on delivering more in-
depth feedback and building more effective learning experiences, perhaps leading to
higher overall learning outcomes.

Challenges:

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  Over-reliance on Technology and Shallow Learning: Overdependence on AI might
impair the development of critical thinking skills and problem-solving abilities (Cuban,
2013). Effective AI integration should complement conventional education techniques
that foster deep learning and independent thinking.
 Bias in Systems and Unfair Outcomes: AI systems may perpetuate existing social
prejudices if the data utilized for training is skewed (Zhao et al., 2019). This may lead to
unjust evaluations or uneven learning opportunities for specific student groups. Careful
data selection and continual monitoring are critical.
 Teacher Training and Effective Implementation: Teachers require sufficient training and
assistance to effectively incorporate AI technologies into their teaching methods (Mishra
& Koehler, 2006). This entails knowing how AI works, choosing suitable tools, and
employing them to complement their educational techniques.
 Limited Access and Equity Concerns: Unequal access to technology and the Internet
may worsen existing educational inequality (OECD, 2018). Efforts to bridge the digital
divide are crucial to guarantee all students have the chance to benefit from AI-powered
learning and achieve excellent learning outcomes.

2.23 Human-AI Collaboration

Future advancements will also concentrate on strengthening the cooperation between human
instructors and AI systems. This involves building AI tools that complement and improve the job
of teachers, rather than replacing them, and ensuring that human connection remains a vital
component of education (Selwyn, 2019). The incorporation of AI should strive to help educators
in their jobs, giving them actionable information and freeing up time for more meaningful
interactions with students (Holmes, Bialik, & Fadel, 2019).

CHAPTER THREE

METHODOLOGY

3.1 Research Approach

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This study adopts a quantitative research approach to explore the impacts of Artificial
Intelligence (AI) on students' learning at Ladoke Akintola University of Technology
(LAUTECH). The quantitative approach is appropriate for this study because it allows for the
collection of data in numerical form, which is essential for identifying patterns and generalizing
findings to a broader student population (Creswell, 2014). The structured questionnaire,
administered to 120 students, focuses on measuring students' awareness, usage, and perception of
AI in educational contexts.

Quantitative methods allow for the testing of the hypothesis that AI has a significant impact on
students' learning outcomes, which may be either positive or negative depending on factors such
as access to technology, digital literacy, and attitude towards AI. Additionally, this approach
enables the identification of challenges, such as concerns about AI leading to reduced student
engagement and critical thinking.

3.1.1 Implementation of the Research Approach

The implementation of the quantitative research approach in this study involved distributing
structured questionnaires to students from different faculties and departments at LAUTECH. The
survey was designed using Google Forms and distributed both online and physically to ensure
inclusivity. The questions focused on assessing the role of AI in student learning and identifying
key challenges faced by students in utilizing AI tools. Responses were collected over a four-
week period, and 120 valid responses were obtained, which provided a solid dataset for analysis
(Bryman, 2016).

3.2 Research Area of the Study

The research was conducted at Ladoke Akintola University of Technology (LAUTECH),

Ogbomoso, Nigeria. LAUTECH is a key institution for science and technology education in
Nigeria, making it an ideal setting for studying the impact of AI on learning. Students from all
faculties were included, ensuring that the study covers a broad range of academic disciplines,
including engineering, natural sciences, and management sciences. The university’s commitment
to technology in education provides a relevant context for exploring how AI can enhance or
challenge students' learning experiences (Okebukola, 2015).

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3.3 Sample and Data Collection

The sample size for this research comprises 120 students from various departments and faculties
within LAUTECH. Initially, the goal was to obtain 500 responses; however, due to certain
limitations, 120 valid responses were collected. The sampling method used was stratified random
sampling, where the student population was divided into strata based on faculty, department, and
academic year, ensuring that each group was adequately represented (Pallant, 2016). This
technique allowed for a balanced representation of students from different academic disciplines,
ensuring the findings are generalizable across the institution.

A structured questionnaire was the primary data collection instrument. The questionnaire
consisted of four sections:

 Section 1: Demographic information (e.g., age, gender, department etc.)

 Section 2: AI Knowledge (awareness and usage of AI tools in education).
 Section 3: Benefits on learning (perceptions of AI’s impact on learning outcomes and
academic performance).
 Section 4: AI challenges

The questionnaire was distributed through both online (Google Forms) and physical persuasion.
The online method was preferred due to the ease of distribution and access among students with
internet connectivity, while physical copies ensured that students with limited digital access were
not excluded. Data collection took four weeks, with follow-ups made to encourage participation.

3.4 Data Analysis

The collected data was analyzed using both quantitative and qualitative techniques. Descriptive
statistics were employed to summarize the quantitative data, and statistical software such as
SPSS was used to compute frequencies, percentages, means, and standard deviations (Creswell,
2014). These statistics helped identify trends in AI awareness, usage, and perceptions across

34
different academic disciplines and student demographics. Key metrics, such as students’
familiarity with AI tools, their frequency of use, and their views on AI's impact on learning, were
calculated and presented in tables, charts, and graphs.

The analysis was extended to identify relationships between variables, such as whether students
in certain faculties were more likely to use AI tools or whether a particular academic year
showed greater awareness of AI. Additionally, thematic analysis was used to evaluate responses
to the open-ended questions in the survey. This analysis identified recurring themes, such as
challenges related to internet connectivity and concerns about academic laziness due to AI tools,
thus providing qualitative insights into the students' experiences (Pallant, 2016).

The findings are presented on an interactive dashboard, created using Excel and other data
visualization software. The dashboard showcases key metrics like the proportion of students
aware of AI, their perceptions of its benefits, and challenges they face in accessing or using AI
tools. This tool offers a clear, user-friendly visual representation of the data, making it easier for
stakeholders to interpret the results.

35
 CHAPTER 4

RESULTS AND DISCUSSION

4.1 Results of All Analyses

This chapter presents the findings from the survey at Ladoke Akintola University of Technology
(LAUTECH) of a total number of 120 respondents regarding their familiarity, usage, and
perceptions of Artificial Intelligence (AI) in education. The analysis is performed using
descriptive statistics, with key findings summarized in tables and charts.

4.1.1 AI Familiarity and Usage

The data reveals a substantial level of familiarity with AI tools among respondents. Specifically,
65% of students indicated they are "very familiar" with AI, while 25% reported being "somewhat
familiar." Only 10% stated they are "not familiar" with AI tools.

Familiarity Level Frequency Percentage (%)

Very Familiar 78 65
Somewhat Familiar 30 25
Not Familiar 12 10
Total 120 100

This high level of familiarity suggests that students are increasingly exposed to AI technologies,
which is consistent with global trends where students are integrating AI tools into their academic
workflows (Nguyen et al., 2020).

4.1.2 AI Tools Used by Students

The survey data highlights the specific AI tools utilized by students. ChatGPT emerged as the
most popular tool of respondents indicating its use, followed by Google Assistant and Siri.

 ChatGPT (50%)
 Google Assistant (30%)
 Siri (10%)

36
  MetaAI (5%)

The data indicates that students prefer AI-based chatbots for their ability to provide instant
responses and facilitate learning, reinforcing findings from Johnson and Brown (2020), who
noted the increasing reliance on AI for academic assistance.

4.1.3 Frequency of AI Tool Usage

In terms of how often students use AI tools, 45% reported using AI tools daily, while 25% used
them several times a week. The following table summarizes the frequency of usage among
respondents:

Usage Frequency Frequency Percentage (%)

Daily 54 45
Several times a week 30 25
Occasionally 24 20
Rarely 12 10

This data suggests a significant integration of AI tools into students' daily academic practices,
highlighting their role in facilitating learning and improving academic performance.

4.1.4 Future Perception of AI in Education

Regarding students' views on the future role of AI in education, a strong majority (75%) believe
that AI will become increasingly important in the next five years, while 15% view it as
somewhat important.

Perception of AI's Future Frequency Percentage (%)

Increasingly Important 90 75
Somewhat Important 18 15
Not Important 12 10

This optimistic outlook reflects a broader belief in the potential of AI to transform educational
practices and improve learning outcomes.

37
4.2 Research Gap and Discussion

A significant gap identified in this study is the lack of formal AI training and education at
LAUTECH. Although the survey indicates high familiarity and usage of AI tools, students
primarily rely on self-directed learning to understand these technologies. This highlights a
missed opportunity for institutions to provide structured educational programs that could
enhance AI literacy and empower students to maximize the benefits of these tools in their
studies.

Existing literature emphasizes the importance of integrating AI literacy into educational

frameworks. Wilson (2019) notes that institutions that provide formal training on AI tools
enhance students' ability to leverage technology effectively, ultimately improving academic
outcomes.

4.3 Discussion of Key Findings

The data from this study illustrates that AI tools have become an essential part of the academic
landscape for students at LAUTECH. The widespread usage of tools like ChatGPT and Google
Assistant reflects a growing trend towards technology-enhanced education, where students
actively seek out AI assistance for various academic tasks.

The reliance on self-directed learning to navigate AI tools suggests that students may not be fully
utilizing the capabilities of these technologies. To maximize the educational benefits of AI, it is
essential for universities to provide structured training that equips students with the necessary
skills to effectively engage with these tools. This approach can bridge the gap between
awareness and application, ensuring that students can critically assess and apply AI tools in their
academic pursuits. The optimism surrounding AI's future role in education is promising,
institutions must address the challenges posed by uneven access to technology, particularly in
developing regions. The digital divide remains a significant barrier, as some students may not
have consistent access to the necessary resources to engage with AI tools fully.

38
The findings underscore the need for LAUTECH and similar institutions to invest in
infrastructure and training programs that promote equitable access to AI technologies. By doing
so, they can better prepare students for a future where AI will undoubtedly play a central role in
various professional fields.

39
 CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion

This study aimed to explore the use and perceptions of Artificial Intelligence (AI) tools among
students at Ladoke Akintola University of Technology (LAUTECH). With the rapid
advancement of AI technologies in education, understanding students' experiences and attitudes
towards these tools has become increasingly important. This research sought to assess students'
familiarity with AI tools, the specific tools they utilize, and their perceptions of the future role of
AI in education.

A quantitative research approach was employed, utilizing a structured questionnaire distributed

to 120 students at LAUTECH. The data collected were analyzed using descriptive statistics to
provide a clear representation of students’ familiarity with AI, the types of tools used, and their
views on the significance of AI in their academic journey.

The findings revealed that a significant majority of students (65%) are very familiar with AI
tools, indicating widespread exposure and potential integration of these technologies into their
academic routines. Notably, ChatGPT emerged as the most commonly used AI application, with
60 students (50%) reporting its usage. Furthermore, students expressed a predominantly positive
outlook on the future role of AI in education, with 75% believing that AI will become
increasingly important in enhancing their learning experiences.

The study also identified a critical gap in formal AI education, suggesting that while students are
engaged with AI tools, there is a lack of structured training and support to help them fully
leverage these technologies for their academic benefit.

This research underscores the potential of AI to transform educational practices at LAUTECH

while highlighting the urgent need for institutional support and resources to enhance AI literacy
among students.

40
5.2 Recommendations

Based on the findings and conclusions of this study, the following recommendations are
proposed:

1. Establish Formal AI Literacy Programs: LAUTECH should develop and implement

formal AI literacy programs within the curriculum. These programs should aim to
educate students on the effective use of AI tools, covering ethical considerations, data
privacy, and the implications of AI in various fields.
2. Invest in AI Infrastructure: The university should invest in enhancing its AI
infrastructure, ensuring that students have reliable access to necessary tools and
technology. This includes improving internet connectivity and providing access to
advanced AI software.
3. Promote Responsible Use of AI Tools: Educators should emphasize the importance of
responsible AI tool usage, encouraging students to balance the benefits of AI with critical
thinking and problem-solving skills. Workshops and seminars could help instill these
skills.
4. Future Research Directions: Further research is needed to explore the long-term impact
of AI on student learning behaviors and outcomes. Studies should also examine how AI
can be used to foster creativity and critical thinking skills.
5. Foster Collaboration with Other Institutions: LAUTECH should consider
collaborating with other institutions and organizations at the forefront of AI education.
This collaboration can facilitate the sharing of best practices and resources, enhancing the
university's AI education framework.

5.3 Future Research

Future research should explore the long-term impact of AI tools on student learning outcomes,
specifically in relation to academic performance and engagement. Additionally, studies could
investigate the ethical implications of using AI in educational settings, particularly concerning
data privacy and algorithmic bias. Expanding research to include a broader sample across

41
multiple universities could provide insights into regional differences and enhance the
understanding of AI's role in higher education (Nguyen et al., 2020).

42
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46
 APPENDIX

QUESTIONNAIRE

LADOKE AKINTOLA UNIVERSITY OF TECHNOLOGY, OGBOMOSO,

NIGERIA

FACULTY OF COMPUTING AND INFORMATICS

DEPARTMENT OF INFORMATION SYSTEM

ANALYZING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENT

LEARNING (A CASE STUDY OF LAUTECH OGBOMOSO)

Dear Sir/Ma,
The questionnaire is designed strictly for academic purpose with a view to obtaining
information on the analysis of the impact of AI on students learning in LAUTECH of mobility.
Therefore, your response will be treated with Optimum confidence. Your anticipated co-
operation is appreciated.
Thanks for your cooperation.

Section 1: Demographic information

1. Age:
oUnder 18
o18-22
o23-27
o28 and above
2. Gender:
o Male
o Female
o Other
3. Department:
o List of departments

4. Mode of Admission

o Part time
o ODL
o Direct entry

47
 o Full time
o Post graduates

5. Year of Study:

o 100 level
o 200 level
o 300 level
o 400 level
o 500 level

Section 2: AI Knowledge

6. How familiar are you with Artificial Intelligence (AI)?

o Very familiar
o Somewhat familiar
o Not familiar

7. Have you used any AI-based tools or applications in your studies?

o Yes
o No

8. If yes, which AI tools or applications have you used? (e.g chatbots, siri, google assistant,
e.t.c.)

o Please specify

9. How often do you use AI tools in your studies?

o Daily
o Weekly
o Monthly
o Rarely
o Never

Section 3: Benefits on learning

10. Do you believe AI can enhance your learning experience?

o Strongly agree
o Agree
o Neutral
o Disagree
48
 o Strongly disagree

11. How has AI changed the way you study? (Select all that apply)

o Better time management

o More engaging materials
o Personalized learning
o Easier access to information
o Enhanced understanding of complex topics
o Improved grades
o Increased motivation
o Reduced study time
o No changeOther (please specify)

11. Do you feel that AI tools are user-friendly and easy to integrate into your study routine?

o Strongly agree
o Agree
o Neutral
o Disagree
o Strongly disagree

Section 4: AI challenges

12. What challenges have you faced in using AI for your studies? (Select all that apply)

o Lack of access to necessary technology

o Difficulty in using AI tools
o Insufficient training or support
o No significant challenges

13. Do you think AI might make students overly dependent on technology?

o Strongly agree
o Agree
o Neutral
o Disagree
o Strongly disagree
14. What are your main concerns regarding the use of AI in education? (Select all that apply)
o Data privacy and security
o Algorithmic bias
o Equity in access to AI tools
o Overreliance on technology
o Other (please specify)

49
15. Have you experienced any technical issues while using AI tools (e.g., connectivity
problems, software glitches)?
o Frequently
o Occasionally
o Rarely
o Never

16. How do you envision the future role of AI in education?

o Major role in all aspects of education

o Supplementary role to traditional methods
o Limited role with specific applications
o No significant role

17. Would you be interested in learning more about AI and its applications in education?

o Yes
o No
18. What areas do you think AI could most improve in your educational experience? (Select
all that apply)
o Personalized learning paths
o Real-time feedback and assessment
o Administrative tasks (e.g., scheduling, grading)
o Access to educational resources
o Other (please specify)
19. Do you believe AI will be essential for future careers?
o Strongly agree
o Agree
o Neutral
o Disagree
o Strongly disagree

50