Parents’ perception on the impact of artificial intelligence on cognitive development among primary school children in Kisii County, Kenya

Artificial Intelligence have emerged as a potent instrument for efficient and successful learning in education in recent years, providing all the resources required to establish inclusive and accessible learning environments for all. The AI application in educational settings has given teachers the ability to offer their learners individualized and superior services. Students themselves gain even more from technology and parents are involved the provision AI gadgets and supervision of digital platform among children. The aim of the study was to examine how parents perceive the impact of generative artificial intelligence on the cognitive development of children in primary schools in Daraja Mbili and Nyamataro region, Kisii County. The target population was Parents of primary schools. A sample of 15 primary schools and 225 parents were chosen from target population using simple random sampling method. Based on two research hypotheses, descriptive research design was incorporated with questionnaires in collecting quantitative and interview guide for qualitative data from parents. The quantitative data was analysed using SPSS version 20 program while qualitative data was categorized into different thematic categories and narratively alongside with the quantitative data. Mean of 4.50 and above rule was considered significant and acceptable. The study's findings indicated H1 t-value was 10.13 and H2 t-value was 21.04 at 0.05 level of significant. In parental gender, female values were mean of 4.73 and male 4.92 all indicating above threshold mean 4.50 hence concurs AI affects primary school children and their perceptions varied. Among other things, it was advised that parents understand the importance of being discerning users of AI-based learning resources, making sure they select materials that actually aid in their children’s cognitive growth.