Knowledge and Utilization of Artificial Intelligence Tools among Undergraduate Students: Implications for Educational Technology Adoption

Abstract

Artificial Intelligence (AI) is increasingly integrated into higher education, yet its adoption among students in Ghana remains underexplored. This study investigated undergraduate students’ knowledge, familiarity, and utilization of AI tools at the University of Ghana. A descriptive quantitative survey design was employed, with purposive sampling of 400 students (203 males, 197 females; ages 16–28). Data was collected via an online questionnaire and analyzed using descriptive statistics, cross-tabulations, and chi-square tests. Findings revealed that most respondents (93.5%) were aged 16–20, reflecting a youthful and digitally engaged population. In terms of AI knowledge, 40% defined AI as a technology enhancing learning and teaching, 37% as applications supporting problem-solving, and 23% as computer systems performing tasks. Familiarity levels were moderate for 54% of students, while 44.75% reported being familiar and 1.25% not familiar. Awareness was highest for ChatGPT (52.5%), followed by Snap AI (22.5%) and Meta AI (21.75%). Regarding usage, 53.25% reported frequent use of AI tools in academic research, 46.25% occasional use, and 0.5% no use. Students engaged critically with AI-generated responses, with 50% proofreading, 25% cross-checking, and smaller proportions editing (5%) or paraphrasing (4.5%). Chi-square analysis showed no significant gender difference in AI knowledge (χ² = 3.17, p = .205), but a significant association between gender and AI usage (χ² = 9.84, p = .007), with male students reporting higher frequency of use. These results highlight AI’s growing role as an educational aid, while underscoring gaps in deep familiarity and gender disparities in usage. Expanding AI literacy programs and promoting inclusive digital engagement are recommended to optimize the benefits of emerging technologies in higher education.