Undergraduate Perception, Attitude, and Utilization of Artificial Intelligence (AI) ChatGPT for Learning: An Educational Technology Perspective

Abstract

This study investigated the perception, attitude, and utilization of ChatGPT, a conversational artificial intelligence (AI) tool, among undergraduate students. As AI becomes increasingly prominent in educational settings, understanding how students interact with such tools is essential for policy formulation and academic integrity. The study adopted a descriptive survey design and drew data from 120 respondents selected through purposive and random sampling across federal, state, and private universities. Results revealed that students generally hold favorable perceptions and positive attitudes toward ChatGPT, using it primarily for simplifying learning processes, gaining conceptual clarity, and completing assignments. However, gender and institutional ownership significantly influenced perception and attitude. Male students exhibited a stronger perception of ChatGPT's academic utility, while females demonstrated a more positive attitude toward its use. Moreover, students from federal universities reported higher usage rates than those in state or private institutions. These findings highlighted the importance of equitable access to AI tools, ethical usage training, and integration strategies tailored to different educational contexts. The study recommends AI literacy programs, clear institutional guidelines, and proactive strategies to promote responsible and effective AI use in Nigerian higher education.