Investigating how awareness and digital literacy skills predict the use of ChatGPT by undergraduates in a Nigerian university

Purpose This study examines how awareness and digital literacy skills predict the utilization of ChatGPT among undergraduates at Ambrose Alli University, Ekpoma. Given the growing role of artificial intelligence in education, the research seeks to understand the extent of ChatGPT use, the relationship between awareness and digital literacy skills, and their predictive impact on AI adoption in academic settings. Methodology A correlational research design was employed, with data collected from 442 undergraduate students using a structured questionnaire. Descriptive statistics, Pearson product-moment correlation, and multiple regression analysis were used to examine relationships among variables. The study focused on key indicators such as awareness levels, digital literacy skills, and specific usage patterns of ChatGPT. Findings The study revealed a high level of awareness of ChatGPT (Mean = 3.09, SD = 0.78), but only moderate digital literacy skills (Mean = 2.32, SD = 0.86). There was a significant positive relationship between awareness and ChatGPT utilization (r = 0.551, p < 0.05), indicating that higher awareness levels contribute to increased adoption. Digital literacy skills also positively predicted ChatGPT use, though to a lesser extent (r = 0.225, p < 0.05). Originality/Value This study contributes to the literature on AI adoption in higher education by highlighting the crucial role of awareness and digital literacy skills in the effective utilization of ChatGPT. The findings offer a foundation for further research on AI integration in academic environments and provide insights for educators and policymakers on fostering digital competencies among undergraduates.