The Role of Artificial Intelligence-Powered Learning Assistants in Enhancing Computer Science Education in North-West Nigerian Universities
This study examines the challenges and strategies for implementing AI learning assistants in computer science education within six universities in North-West Nigeria. The study adopted a mixed-methods survey to examine 387 participants and found that infrastructural challenges, such as insufficient internet connectivity and power supply, were identified as the most dominant barriers to implementing AI learning assistants, thereby differentiating this study from similar ones conducted in well-resourced environments where concerns about academic integrity were prominent. Other barriers identified include cost, access to devices, and insufficient expertise. The study also found that there is a significant difference in perceived benefits among different stakeholders (\χ² = 31.278, p = .008). The study proposes four key strategies for optimization, which include hybrid implementation models, contextualized pedagogical frameworks, leadership commitment in institutions, and localization for Nigerian languages and contexts. The study’s original contribution is that it focuses on African institutional experiences in the global discourse on AI in education, revealing how the second-order digital divide influences technology uptake in constrained environments for higher learning. The study's findings show that basic infrastructure investments should be made before or at the same time as AI to avoid further inequalities in education.
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