UNDERGRADUATE STUDENTS’ PERCEPTION OF ARTIFICIAL INTELLIGENCE IN EDUCATION: A CASE STUDY OF A JAMAICAN UNIVERSITY
DOI:
https://doi.org/10.5281/zenodo.14994458Palabras clave:
Artificial Intelligence, Education, Higher Education, Jamaica, Technology AdoptionResumen
This study investigated undergraduate students’ perceptions of AI in education at the Jamaican Higher Education Institution (HEI). Employing a quantitative case study approach, an online survey was administered to 262 undergraduate students utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) model as a theoretical framework. The data analysis involved descriptive statistics and adherence to ethical research protocols. The findings revealed that students possess a general awareness of AI but lack practical experience with diverse AI tools. While recognizing AI's potential benefits of AI, concerns regarding originality, privacy, accuracy, and overreliance were identified. Students perceived a need for increased institutional support, including training, resources, and clear guidelines for using AI tools. This study highlights the influence of past experiences, ethical concerns, and media portrayals on AI adoption, emphasizing the need for a multifaceted approach to AI integration in the Jamaican HEIs. This approach should encompass targeted training, user-friendly tools, supportive learning environments, and proactive engagement with ethical considerations. This study contributes valuable insights to inform strategies for promoting the responsible and effective integration of AI technologies within HEIs
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