Artificial Intelligence Usage and Academic Achievement in Among University Students in Kenya: Does Artificial Intelligence Literacy Matter
DOI:
https://doi.org/10.53819/81018102t2591Abstract
This study examined the effect of artificial intelligence (AI) usage on academic achievement among university students in Kenya, with a particular focus on the moderating role of AI literacy. The study was guided by the Diffusion of Innovations (DOI) Theory and Social Cognitive Theory (SCT) and anchored on the positivist research philosophy. The target population comprised 89,391 third- and fourth-year undergraduate students from 11 universities in Nairobi County, from which a sample of 398 respondents was selected using proportionate stratified sampling. Primary data were collected using structured self-administered questionnaires. Findings from Hayes’ PROCESS Macro Model 1 revealed that AI usage significantly influenced academic achievement and that AI literacy significantly moderated the relationship between AI usage and academic achievement, such that students with higher levels of AI literacy derived greater academic benefits from AI tools than those with lower levels of AI literacy. The study concludes that the academic benefits of AI usage are enhanced when students possess adequate AI literacy to effectively and responsibly utilize AI technologies. The study recommends that universities should promote AI literacy and responsible AI usage through training and support programs to maximize students’ academic achievement.
Keywords: Artificial Intelligence, Higher Education, AI usage, Academic Achievement, AI literacy
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