Correlation Between Integration of Artificial Intelligence Technology and Inclusive Learning Experiences among University Undergraduate Students in Edo State, Nigeria

Abstract

This study focused on examining the relationship between artificial intelligence and inclusive learning experiences among university students in Edo State. Three hypotheses guided the study. A correlational survey research design was adopted. The population comprised undergraduate students of the University of Benin and Ambrose Alli University, Ekpoma, Edo State. A sample size of 350 respondents was selected using a multi-stage sampling technique. Data were collected using a structured questionnaire titled Artificial Intelligence and Inclusive Learning Experiences Questionnaire (AIILEQ) consisting of 30 items measured on a four-point rating scale. The instrument was validated by three experts from the University of Benin, Benin city, while reliability was established through the test–retest method, yielding a reliability coefficient of 0.84. Data were analyzed using simple linear regression analysis with the aid of SPSS at the 0.05 level of significance. Findings revealed that students' awareness of artificial intelligence had a significant relationship with their inclusive learning experiences. The study also revealed that students' utilization of artificial intelligence tools had a significant relationship with their inclusive learning experiences. Furthermore, students' competence in using artificial intelligence was found to have a significant relationship with their inclusive learning experiences. The study concluded that improving students' awareness, utilization, and competence in artificial intelligence is essential for promoting inclusive learning experiences in universities in Edo State.