Perception and Utilization of Artificial Intelligence (AI) in Educational Assessment in Nigerian Higher Institutions of Learning
DOI:
https://doi.org/10.66545/v3qk9125Keywords:
Artificial intelligence, machine learning, perception, utilizationAbstract
The emergence of Artificial Intelligence (AI) has elicited many ideas and opinions concerning its efficacy in performing educational assessments in higher education institutions. Using Colleges of Education in Oyo State, Nigeria, this study examined the impact of academic integrity and innovative assessment issues on the use of various AI tools by College of Education lecturers in educational evaluation. The research employed an inferential design. The study population consisted of 1,664 lecturers, from whom a sample of 594 participants was selected. The instrument utilized was a four-point scale questionnaire titled “Lecturers' Perception and Utilization of AI Questionnaire in College of Education (LPUAIQCE).” The data were examined using independent t-test, Pearson Product Moment Correlation and Chi-Square statistics. The findings indicated that concerns regarding academic integrity impact College of Education lecturers' perceptions of AI utilization in assessments; this perception regarding innovative assessment significantly influences the lecturers' application of various AI tools in educational evaluation; furthermore, the lecturers' views on AI tool usage are likely correlated with their inclination to customize AI applications within the College of Education. The study concluded that the utilization of AI in educational assessment is not inherently detrimental; rather, the associated dangers must be addressed as it is implemented for student evaluation at the Colleges of Education in Nigeria. It was recommended among others that AI technologies should be meaningfully integrated into educational assessment notably in institutes of education in Nigeria
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