Chatbots, AI Tutors and Smart Learning: Assessing the adoption of AI-powered learning tools in tertiary institutions

This study examined students’ awareness, extent of adoption, and factors influencing the use of AI-powered learning tools in tertiary institutions in Ondo State, Nigeria. A descriptive survey research design was adopted, with a population comprising students from eight public and private universities. Using proportionate stratified random sampling, 560 students were selected (350 from public universities and 210 from private universities). Data were collected using a researcher-designed instrument, the Students’ AI Adoption and Utilization Questionnaire (SAAUQ), which was validated and pilot-tested, yielding a high reliability coefficient (α = 0.853). Findings revealed that students were aware of AI tools for writing assistance, plagiarism checking, and language learning but had limited awareness of AI tools designed for research support, note-taking, and academic tutoring. The extent of AI adoption for academic purposes was found to be low, with key influencing factors including digital literacy, internet access, availability of personal devices, institutional policies, ethical concerns, peer influence, and AI training programs. Statistical analysis using an independent samples t-test revealed no significant difference in AI adoption between students in public and private universities. The study concludes that although AI-powered learning tools have the potential to enhance academic engagement, targeted interventions such as AI literacy programs, improved digital infrastructure, and institutional support are necessary to foster widespread adoption among students. It is recommended that tertiary institutions integrate AI education into curricula and develop policies that support AI-driven learning experiences.