Abstract
Artificial intelligence (AI) continues to reshape teaching and learning in higher education. The integration of AI has given rise to various teaching tools that support inclusive and communicative instructional strategies. However, in the context of Nigerian higher education, the adoption and integration of AI, including non-AI tools, remain limited, with few studies exploring their usefulness in collaborative and hands-on learning environments. This study addresses that gap by engaging purposively selected lecturers at a higher education institution in southwestern Nigeria. Guided by a qualitative approach and an interpretive paradigm, this research investigates participants’ experiences and viewpoints regarding the perceived ease of use and usefulness of selected AI and non-AI tools, namely Quizizz, Phet, and ChatGPT’s programming feature, within the framework of the Technology Acceptance Model (TAM). The findings indicate that these tools are both user-friendly and beneficial, offering significant advantages such as expanded access, real-time communication, enhanced virtual teaching, efficient assessment processes, and automated grading. Nonetheless, barriers such as inconsistent electricity supply and logistical challenges impede adoption and usefulness in teaching. Encouragingly, participants suggested that these obstacles can be addressed through self-motivation, increased awareness, targeted training, and improved infrastructural support. The study highlights the critical role of sustained institutional backing through training, awareness programs, and an enabling environment in promoting innovative instructional strategies in Nigerian higher education.
Presenters
Adedayo Olayinka TheodorioResearcher, Global Institute for Teacher Education and Society, Cape Peninsula University of Technology, Western Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Artificial Intelligence, Higher Education, Lecturer, Teaching, TAM
