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ANASSESNMENTONTHEUSEARTIFICIALINTELLIGENCES(AI)IN LEARNINGAMONGCOLLEGESSTUDENTS:ACaseofSchoolofLibrary, ArchivesandDocumentationStudies(SLADS)
oai:repository.slads.sc.tz:cmsj1zquc0043k8c5ggotiyms· datestamp 2026-11-10T09:59:35Zdepartment:LIMtype:other
| dc:title | ANASSESNMENTONTHEUSEARTIFICIALINTELLIGENCES(AI)IN LEARNINGAMONGCOLLEGESSTUDENTS:ACaseofSchoolofLibrary, ArchivesandDocumentationStudies(SLADS) |
|---|---|
| dc:creator | Oscar Athanas Msumle |
| dc:subject | School of library, Archives and Documentation Studies |
| dc:subject | Intelligent Tutoring Systems |
| dc:subject | Natural Language Processing |
| dc:subject | Artificial intelligences |
| dc:description | This study assesses the impact of Artificial Intelligence (AI) tools on the learning experience and academic performance of students at the School of Library, Archives and Documentation Studies (SLADS). The increasing use of AI tools such as ChatGPT, Google Gemini, Grammarly, and other AI-based applications has transformed learning by improving access to information, supporting academic writing, and enhancing research activities. However, excessive dependence on these tools may reduce students' critical thinking, creativity, and independent learning skills, making it necessary to examine their impact on students' academic performance. The general objective of the study was to assess the impact of Artificial Intelligence (AI) tools on the learning experience and academic performance of college students. Specifically, the study aimed to identify the common AI tools used by students, examine their contribution to academic performance, identify challenges faced when using AI tools, and suggest possible solutions to improve their effective and responsible use. The study employed a mixed-methods research design, combining quantitative and qualitative approaches through a case study of SLADS. The target population consisted of 340 students and tutors. A sample of 35 respondents was selected, involving 30students through simple random sampling and 5 tutors through purposive sampling. Data were collected using questionnaires, interviews, and observation. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) with SPSS and Microsoft Excel, while qualitative data were analyzed using thematic analysis. The findings revealed that ChatGPT (51%) was the most commonly used AI tool, followed by Google Gemini (24%), Grammarly (14%), and other AI tools (11%). The majority of respondents (91%) agreed that AI tools had improved their academic performance by saving study time, supporting assignments, enhancing research, and improving understanding of course content. The study also found that students mainly used AI tools for completing assignments (62%) and conducting research (29%) |
| dc:publisher | School of Library, Archives and Documentation Studies (SLADS) |
| dc:date | 2026 |
| dc:type | Text |
| dc:type | Other |
| dc:format | application/pdf |
| dc:identifier | https://repository.slads.sc.tz/records/cmsj1zquc0043k8c5ggotiyms |
| dc:language | en |
| dc:rights | All rights reserved |
| dc:relation | https://repository.slads.sc.tz/api/records/cmsj1zquc0043k8c5ggotiyms/file |