Determinants of University Lecturers’ Adoption of AI-Assisted Teaching Tools in Port Harcourt
Keywords:
AI-Assisted Teaching Tools, Technology Adoption, Perceived Usefulness, Perceived Ease of Use, Technology Acceptance Model (TAM).Abstract
This study examined the determinants of university lecturers’ adoption of AI-assisted teaching tools in Rivers State, Nigeria. The study specifically investigated the level of adoption of AI-assisted teaching tools among Ignatius Ajuru University of Education lecturers and examined the influence of perceived usefulness and perceived ease of use on their adoption behavior. A descriptive survey research design was adopted. A sample of 297 lecturers was selected using a multistage sampling technique; however, only 193 valid responses were used for the analysis. Data were collected using a structured questionnaire titled Lecturers’ Determinants and Adoption of Artificial Intelligence-Assisted Teaching Tools Questionnaire (LDAAITTQ). Mean and standard deviation were used to answer the research questions, while simple linear regression was employed to test the hypotheses at the 0.05 level of significance. Findings revealed a high level of adoption of AI-assisted teaching tools among lecturers, particularly in lesson preparation, content development, assessment design, and instructional delivery. Regression analysis showed that perceived usefulness has a significant influence on lecturers’ adoption of AI-assisted teaching tools (F = 30.031, p < 0.05, R² = 0.610), indicating a strong predictive relationship. Similarly, perceived ease of use significantly influenced lecturers’ adoption of AI-assisted teaching tools (F = 23.083, p < 0.05, R² = 0.108), though with a moderate effect. The study concluded that both perceived usefulness and perceived ease of use are significant determinants of lecturers’ adoption of AI-assisted teaching tools. The study recommends that universities provide continuous training and capacity-building programmes to enhance lecturers’ competence in using AI technologies for effective teaching and learning.
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