Awareness, Knowledge and Perception of Chat-GPT among Undergraduates of Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

Today, students play dual roles as both knowledge consumers and key creators in the expanding field of artificial intelligence (AI). This study investigates the awareness, knowledge, and perception of Chat-GPT, an AI tool, among undergraduate students at Nnamdi Azikiwe University, Awka, Anambra State. The objectives are; to determine the level of awareness of Nnamdi Azikiwe University undergraduates the about Chat-GPT, establish the extent of usage of Chat-GPT among undergraduates of Nnamdi Azikiwe University, ascertain Nnamdi Azikiwe University undergraduates’ perception of the influence of Chat-GPT on their educational experience and find out the challenges in the usage of Chat-GPT for academics by undergraduates of Nnamdi Azikiwe University. Technology Acceptance Model (TAM) and Uses and Gratification Theory were used as theoretical framework. The research employed cross-sectional survey design with structured questionnaire as instrument of data collection. Sample size was determined at 370 using Krejcie & Morgan while multi-stage sampling procedure was adopted. Results analysis reveal a high level of awareness and knowledge with 92% of students demonstrating clear understanding of Chat-GPT’s functionalities, a widespread adoption and utilization of Chat-GPT for academic and research tasks. While students expressed positive perceptions of the potentials of Chat-GPT, they also pointed out challenges such as plagiarism and slowing of critical thinking skills. The study thus recommended among others that educational campaigns should be conducted to enhance awareness among students and educators about Chat-GPT, clear ethical guidelines should be developed and disseminated for the proper integration of AI tools in educational settings and that challenges related to plagiarism and others should be addressed through AI developers’ incorporation of open dialogues with students, educators, and the broader academic community.