Research Article

Familiarity and usage of AI assistive technology in education: Spotlight on postgraduate students

Joseph Baidoo 1 * , Kingsford Bondzie 1 *
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1 Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Winneba, GHANA* Corresponding Author
Journal of Digital Educational Technology, 5(2), July 2025, ep2515, https://doi.org/10.30935/jdet/17411
Submitted: 26 December 2024, Published: 10 November 2025
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ABSTRACT

Artificial intelligence (AI) has permeated various fields of human endeavor, including the field of education. Teachers and students in tertiary institutions worldwide are relying heavily on powerful AI assistive tools such as virtual teaching assistants and various forms of ChatGPT for enhanced learning experiences. Against this backdrop, this study examined the level of familiarity and usage of AI assistive technologies in education among postgraduate students at the University of Education, Winneba (UEW). To achieve this, structured questionnaires were administered to 104 postgraduate students at various levels of their studies using the descriptive cross-sectional survey design. Responses from these questionnaires were analyzed using frequency counts, percentages, mean and standard deviation. The findings of the study suggest that postgraduates exhibited familiarity with only 7 of 19 AI assistive technologies such as ChatGPT, Grammarly, Google Translate, QuillBot, Microsoft Bing Chat, Photomath, and Google Bard. Again, only Grammarly and ChatGPT were frequently utilized on a weekly basis through mobile phones for various tasks, including assignments completion and online search for information. Among the key challenges faced in utilizing these tools were a lack of knowledge of their uses, high speed Internet demand of these AI tools as well as the poor Internet (Wi-Fi) connectivity in UEW. Based on the findings, it is recommended for the departments and the UEW Graduate Students Association of Ghana to tailor their weekly and monthly seminars to meet the needs of its postgraduate students in the face of the rising prominence of AI in education.
Keywords: AI assistive technology, usage patterns, familiarity, challenges, UEW postgraduate students

CITATION (APA)

Baidoo, J., & Bondzie, K. (2025). Familiarity and usage of AI assistive technology in education: Spotlight on postgraduate students. Journal of Digital Educational Technology, 5(2), ep2515. https://doi.org/10.30935/jdet/17411

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