Abstract
The study investigated the influence of artificial intelligence (AI) on the study habits of students at the University of Benin. The research examined the impact of AI usage on students' motivation, engagement with AI platforms, and access to educational resources.
The study employed descriptive survey research design. The Data collection involved administering questionnaires to 200 undergraduate students in the University of Benin. To determine the validity of the instrument, the instruments were validated by three experts which were the researchers’ supervisor and two lecturers from the Department of Curriculum and Instructional Technology in the University of Benin.The reliability was computed through the use of Cronbach's Alpha statistics, with a reliability coefficient of 0.888 which indicated that the instrument was reliable.
The findings, interpreted using mean and standard deviation tables, revealed distinct patterns in students' engagement with different AI platforms. QuillBot and ChatGPT emerged as the most popular choices among students, indicating varying levels of utilization and preference. Key findings indicated that students demonstrated enthusiasm for exploring new materials and perceived AI as a motivational tool through personalized feedback. Overall, students exhibited a positive attitude towards AI resources, acknowledging their role in enhancing consistency in studying and access to educational materials. In conclusion, the study underscored the significant impact of AI on students' study habits at the University of Benin. Recommendations included promoting awareness and utilization of popular AI platforms, integrating personalized feedback mechanisms in AI-driven courses, addressing variations in students' perceptions, and expanding the range of AI-accessible educational resources to maximize benefits for academic success.
