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ABSTRACT
This study explores the attitudes and knowledge of undergraduate History Education students at the University of Benin towards Artificial Intelligence (AI) in the context of teaching and learning. Recognizing the escalating influence of technology in education, this research aims to assess the efficacy of AI as a pedagogical tool and its perceived utility among students.
The study employs a descriptive survey research design, targeting a sample of 100 students from the Department of Educational Foundations, utilizing a structured questionnaire to gather data on students' perceptions, knowledge, and attitudes regarding AI.
The findings reveal that students generally exhibit a positive attitude towards AI, recognizing its potential to enhance the teaching and learning process. Factors such as prior technological experience, perceived credibility of AI, and students' academic performance significantly influence their attitudes. While students perceive AI as both useful and user-friendly, a notable gap exists in their awareness and understanding of ethical considerations surrounding AI usage in academic settings.
