i UTILIZATION OF CHATGPT FOR LEARNING AT DAYSTAR AND STRATHMORE UNIVERSITY: A STAKEHOLDER’S PERSPECTIVE by Daniel Murimi Nyaga A Thesis presented to the School of Communication of Daystar University Nairobi, Kenya In partial fulfillment of the requirements for the degree of MASTER OF ARTS in Communication October, 2024 Daystar University Repository Library Archives Copy ii APPROVAL UTILIZATION OF CHATGPT FOR LEARNING AT DAYSTAR AND STRATHMORE UNIVERSITY: A STAKEHOLDER’S PERSPECTIVE by Daniel Murimi Nyaga 18-0576 In accordance with Daystar University policies, this thesis is accepted in partial fulfillment of requirements for the masters of arts in communication degree. _____________________________ __________________________ Dr. Daniel Aswani, HoD, Strategic & Organizational Communication ___________________________ __________________________ Professor, Levi Obonyo, Dean, School of Communication Daystar University Repository Library Archives Copy iii Copyright ©2024 Daniel Murimi Nyaga DECLARATION [UTILIZATION OF CHATGPT FOR LEARNING AT DAYSTAR AND STRATHMORE UNIVERSITY: A STAKEHOLDER’S PERSPECTIVE] This thesis is my original work and has not been presented for a degree in any other university or any other award. Daystar University Repository Library Archives Copy iv Signed: ______________________ Date: ______________________ Daniel Murimi Nyaga Student No. 18-0576 We confirm that the work presented in this thesis was carried out by the student under our supervision Sign Date __________________________ __________________________ Dr. John – Bell Okoye, 1st Supervisor ___________________________ __________________________ Dr. Daniel Aswani, 2nd Supervisor ACKNOWLEDGEMENTS Psalm 9:1, “I will give thanks to you, Lord, with all my heart; I will tell of all your wonderful deeds.” This program was undertaken in praise and worship of Jesus. It is only because of Adonai I have thrived!! Thank you I AM! I pray Psalms 90:17 over the work of my hands and this document. May You bless the work of my hands and multiply it, Jesus. Daystar University Repository Library Archives Copy v Thank you to my wise and professional supervisors, Dr. John Bell-Okoye and Dr. Daniel Aswani. Both of you are the kind of supervisor’s students dream about, and I praise Jesus that you were my reality. Deuteronomy 28:3-6 are my prayers for you, thank you. To my parents, Mr. Linton and Mrs. Juliet Nyaga, Thank you!! May Jesus reward your generosity, and may your days be filled with Yahweh’s provision, peace, blessings, and love. I love you both immensely. Psalm 20: 4 -5 are my prayers for you, thank you. Thank you to my siblings, Justus and Isabel Komboi, and Mercy Muthoni, for your tremendous support. Your presence makes a significant difference. May the Lord reward you greatly. Thank you to my niece, Althea Komboi, for reminding me to cherish life’s simple joys. Psalm 115:14-15 are my prayers for you all and I love you all. Thank you, Jesus, for the dedication of my group members, and the excellence of my lecturers. My learning experience was exceptional due to their collaboration. God bless you all, and victory belongs to You, Jesus. 1 Chronicles 4:10 is my prayer for all my colleagues, thank you Jesus. TABLE OF CONTENT APPROVAL ....................................................................................................................... ii DECLARATION ............................................................................................................... iv ACKNOWLEDGEMENTS Daystar University Repository Library Archives Copy vi ................................................................................................ v LIST OF ABBREVIATIONS AND ACRONYMS .......................................................... ix ABSTRACT ........................................................................................................................ x CHAPTER ONE ................................................................................................................. 1 INTRODUCTION AND BACKGROUND OF STUDY ................................................... 1 Introduction ..................................................................................................................... 1 Background of Study ....................................................................................................... 2 Statement of the Problem ................................................................................................ 9 Purpose of the Study ..................................................................................................... 10 Objectives of Study ....................................................................................................... 10 Research Questions ....................................................................................................... 11 Rationale of Study ......................................................................................................... 11 Significance of the Study .............................................................................................. 12 Assumptions of the Study ............................................................................................. 14 Scope of the Study......................................................................................................... 14 Limitations and Delimitations of the Study .................................................................. 15 Definition of Terms ....................................................................................................... 15 Chapter Summary .......................................................................................................... 16 CHAPTER TWO .............................................................................................................. 17 LITERATURE REVIEW ................................................................................................. 17 Introduction ................................................................................................................... 17 Theoretical Framework ................................................................................................. 17 General Literature Review ............................................................................................ 27 Empirical Literature Review ......................................................................................... 42 Daystar University Repository Library Archives Copy vii Conceptual Framework ................................................................................................. 51 Discussion ..................................................................................................................... 52 Chapter Summary .......................................................................................................... 53 CHAPTER THREE .......................................................................................................... 54 RESEARCH METHODOLOGY...................................................................................... 54 Introduction ................................................................................................................... 54 Research Design ............................................................................................................ 54 Population...................................................................................................................... 55 Target Population .......................................................................................................... 56 Sample Size ................................................................................................................... 57 Sampling Technique ...................................................................................................... 58 Data Collection Instruments .......................................................................................... 59 Types of Data ................................................................................................................ 59 Data Collection Procedures ........................................................................................... 60 Pretesting ....................................................................................................................... 60 Data Analysis Plan ........................................................................................................ 61 Ethical Considerations................................................................................................... 62 Chapter Summary .......................................................................................................... 63 CHAPTER FOUR ............................................................................................................. 64 Data Presentation, Analysis and Interpretation ................................................................. 64 Introduction ................................................................................................................... 64 Data Presentation, Analysis and Interpretation ............................................................. 64 Discussion of Findings .................................................................................................. Daystar University Repository Library Archives Copy viii 81 Summary of Key Findings ............................................................................................ 87 Chapter Summary .......................................................................................................... 89 CHAPTER FIVE .............................................................................................................. 90 CONCLUSIONS AND RECOMMENDATIONS ........................................................... 90 Introduction ................................................................................................................... 90 Conclusions ................................................................................................................... 90 Recommendations ......................................................................................................... 90 Recommendations for Further Research ....................................................................... 92 REFERENCES ................................................................................................................. 93 Appendices ........................................................................................................................ 98 Appendix A: Interview Guide for Students and Lecturers ............................................ 98 Appendix B: Research Permit ....................................................................................... 99 Appendix C: Ethical Clearance Verdict ...................................................................... 100 Appendix D: Daystar University Introduction Letter ................................................. 101 Appendix E: Strathmore University Authorization Letter .......................................... 102 Appendix F: Similarity Index Report .......................................................................... 103 Daystar University Repository Library Archives Copy ix LIST OF ABBREVIATIONS AND ACRONYMS AI Artificial Intelligence APA American Psychological Association AIED Artificial Intelligence in Education DOI Diffusion of Innovation GenAI Generative Artificial Intelligence GPT Generative Pre-Trained Transformer NACOSTI National Commission for Science, Technology, and Innovation. ISERC Institutional Scientific and Ethics Review Committee ABSTRACT The study explored the utilization of ChatGPT for learning by Daystar and Strathmore University students and lecturers. Against the backdrop of growing concerns by parents and scholars in Kenya, the study probed the views of these students and lecturers regarding the incorporation of ChatGPT and its utilization for learning. The objectives that guided the study aimed: To find out the Daystar and Strathmore University students and lecturers views on the utilization of ChatGPT for learning. To determine other AI tools used in learning by Daystar and Strathmore University students and lecturers. To investigate the influence of ChatGPT on learning on Daystar and Strathmore University students and lecturers. To examine the ethical considerations used when utilizing ChatGPT by Daystar and Strathmore University students and lecturers. This study used snowball sampling. The researcher sought participants who fit the study criteria and invited them to become a study Daystar University Repository Library Archives Copy x participant. When these participants consented, the researcher requested them to recommend potential and willing participants who fit the study’s criteria until the target sample size or point of saturation was attained. Furthermore, the study adopted an exploratory research design to explore the perceptions, experiences and insights of key stakeholders on the utilization of ChatGPT for learning. This study used thematic analysis method to analyze the interview data. All data which related to a particular theme was gathered and reviewed in line with the developed themes. Therefore, the researcher created a thematic map of the data analysis to help them define and making the themes. The findings of the study revealed: Embracing ChatGPT for Learning was welcomed by students and lecturers as they see this innovation as a great collaborator in the learning process. Concerns and criticisms of ChatGPT in learning raised by lecturers and students centered on the AI tools unethical and irresponsible appropriation, its ability to generate inaccurate answers and over – reliance. AI tools role in enhancing the learning process provided students and lecturers with a diverse range of tools that could perform different functions enhancing the capacity, efficiency, and productivity in the learning process. The findings revealed, the efficiency and time-saving Nature of ChatGPT boosted productivity and output of students and lecturers as they could get tasks completed at a faster rate due to the immediate support offered by the AI tool. ChatGPT as a Research tool was helpful since it served as a one - stop shop where information was easily accessed instead of being referred to multiple webpages as Google would do. Consultation of other sources and transparency of ChatGPT Utilization was vital as students were not capable of citing work generated from ChatGPT. Students could not fully rely on ChatGPT because of its limitation of generating inaccurate responses and user transparency was encouraged to lower misappropriation as students can admit when they have utilized the AI tool and receive honest feedback and guidance from their lecturers. Plagiarizing ChatGPT’s work as their own was a key ethical challenge that has presented itself to students. Not having any ethical considerations on ChatGPT Utilization provided room for ethical malpractice as there were no principles which guided utilization of ChatGPT for learning. Daystar University Repository Library Archives Copy 1 CHAPTER ONE INTRODUCTION AND BACKGROUND OF STUDY Introduction In the family of AI currently in circulation, ChatGPT is a buzz name because of its popularity and use across different organizations globally. In recent times, this AI-powered tool has been utilized by organizations and individuals to perform several tasks. As a result, it is revolutionizing how humans use technology in everyday communication experiences in a conversational way (Strzelecki, 2023). Universities have appropriated the use of ChatGPT for problem-solving and learning (Chen et al., 2020). However, despite the adoption rate of this tool being higher across regions, Africa plays catch-up regarding the use of ChatGPT (Mokgonyana, 2023), especially in institutions of higher learning. Multiple reasons could be attributed to this limited appropriation. A potential strong reason is the concern of killing credibility, hard work, integrity and knowledge production in institutions of higher learning. In addition, there is worry a culture of laziness has been introduced among students when undertaking their homework with the aid of ChatGPT (Nyaundi, 2023). Recently in Kenya, talks on the rise of ChatGPT have raised alarm and worry. An article by Citizen Digital reported that a lecturer from the United States International University-Africa (USIU-A) expressed concern about the utilization of ChatGPT by students. The lecturer feels ChatGPT should not be implemented and embraced by schools because it will make students lazy (Kitengele, 2023). Despite growing concerns and fears about ChatGPT in learning in Kenya, from observations of the researcher it is evident that students in the tertiary institutions are using Daystar University Repository Library Archives Copy 2 ChatGPT for various academic tasks. Furthermore, lecturers are assimilating differently to the utilization of this new technology across the country and worldwide. In view of this, there is a need for an empirical study to validate the extent of the use for learning purposes or otherwise and exploring the perceptions of this tool by University students and lecturers. For this reason, this study is interested in exploring how Daystar and Strathmore University students and lecturers utilize and perceive ChatGPT for learning purposes. This chapter presents the research problem investigated, the research questions, and the research objectives posed in the study. It also engages with discussing the significance of the study, the rationale for why conducting the research is important, and the assumptions of the study. In addition, the chapter presents the limitations and delimitations of the study, the scope of the research, and the operational definition of terms. A summary concludes the chapter and previews the chapter with a review of the literature. Background of Study Artificial intelligence (AI) is a wide-ranging branch of computer science that entails building smart computers to perform tasks that need human intelligence. In this regard, machines can model and exponentially improve the capacities of the human mind (Schroer, 2023). A lot of attention is drawn to the machine’s ability to learn, analyze, classify, and store data. The machines use a range of statistical-analytic (algorithm) methods. (Schroer, 2023). Through these methods, it can classify large sets of data to reveal any correlations or patterns to draw predictions for the future (Berendt et al., 2020). Due to rapid advancements in technology and computing sciences, it is quickly emerging that AI has grown more complex, interdisciplinary, global, and multipurpose while still in its Daystar University Repository Library Archives Copy 3 developmental years (Niemi et al., 2023). AI is already in the educational space and exists in different forms (Niemi et al., 2023). AI tools have provided infinite possibilities for students. Tools such as ChatGPT and Grammarly have taken the internet by storm. With the click of a button, students can have long documents edited in seconds, complex questions solved, and essays typed out for them in a flash from scratch. Humanity now enters a phase in life where machines can function in a similar manner (Schroer, 2023). There is now an option to assign tasks, share problems to be solved, and use AI tools such as ChatGPT to produce whatever is required. The reliance on Artificial Intelligence to do what humans have effortlessly done for centuries presents endless opportunities and limitations (Schroer, 2023). The emphatic introduction of ChatGPT to the educational world caused ripples and raised alarms amongst scholars and employers (Calhoun, 2023). Panic was the main reaction as the capabilities of ChatGPT left everyone agape (Nyaundi, 2023). Despite the growing alarms and panic caused, multiple reports indicate the drastic prominence and use of AI tools in education. According to The Guardian newspaper report, Sally Brandon, an associate Communications lecturer at Deakin University, USA, reported 10 out of 54 postgraduate assignments had been “bot – assisted” in 2022. In the last five years, this is the highest rate of “bot-assisted” assignments she has encountered. Furthermore, the utilization of ChatGPT in learning by students raises many ethical challenges and alarms because of its ability to erode academic honesty. Brandon further posits that universities have to find new ways of evaluating student competencies (The Guardian, 2023). However, despite ChatGPT being in its developmental stages, the disruption of this new technology has already begun fostering conversations on modulation strategies and policy Daystar University Repository Library Archives Copy 4 formulation for ChatGPT in learning. Colorado State University’s institute of learning and teaching developed a website called “Artificial Intelligence and Academic Integrity.” While continuing to monitor the solutions that technology provides to curb the challenges presented, the website is developed to help with short term strategies and provides information on how to ethically use content generated by AI tools as per their code of conduct (Calhoun, 2023). Furthermore, Ethan Molick, an associate Professor at the Wharton School, USA, has incorporated an AI policy into his curriculum. Professor Molick, not only permits his students to use ChatGPT but requires them to utilize it for learning (Wood & Kelly, 2023). He shares resources with his students on his website to enlighten them on how to use ChatGPT more effectively and also to serve as a guide (Mollick, 2023). With rapid advancements of AI in education, the associate professor argues that people were taught how to use calculators for Math during their advent despite the disruption, and now it is time for educators to teach students how to incorporate AI in learning as well as evaluate them differently (Wood & Kelly, 2023). In addition, the Global South is also seeking ways of ethically incorporating ChatGPT utilization in learning. In South Africa, conversations on policy formulation and ethical appropriation for ChatGPT have begun (Lebuso, 2023). Wits University senior director of academic affairs, Diane Grayson, clearly articulated the University’s position when she stated they cannot and will not deny students from using the AI tool (Lebuso, 2023). She further articulates how Wits university plans to train students and staff on the use of ChatGPT and its limitations. Diane explains that students can use ChatGPT to generate suggestions that serve as prompts. Furthermore, they should cite and clearly show which parts of their work has been generated by ChatGPT (Lebuso, 2023). Additionally, Ahsan Mahboob, head of Sibanye-Stillwater DigiMine Laboratory (South Daystar University Repository Library Archives Copy 5 Africa), believes students should have access to ChatGPT as this is the “future of education”. However, Mahboob is quick to point out the digital divide that is still prevalent not only in South Africa but Africa in general (Monzon, 2023). To use ChatGPT for learning, students require internet connection and in most rural areas in Africa this can be a challenge. Despite this, he insists that collaboration between educators, parents, the government and policy makers should result in enhanced skills and ethical usage of ChatGPT. Therefore, discussion on new Curriculum design should include “AI literacy” to provide more and equal opportunity for all students (Monzon, 2023). Recently in Kenya, talks on the rise of ChatGPT, raised alarm and worry. An article in The Standard newspaper reports on Mr. Omondi’s concern at the capabilities of ChatGPT upon utilization. Mr. Omondi who is a lecturer at the University of Nairobi was shocked to discover that ChatGPT does not generate similar responses when asked the same question twice. Furthermore, given the quality of responses received, he admitted they were good enough for students to attain grades between the range of a B or C (Nyaundi, 2023). It is evident here that the lecturer’s worries are two folds: the inconsistency in response on the one hand. On the other hand, the implication of ChatGPT on students' academic performance. The article also reports students from Multimedia University (MMU) and Catholic University of Eastern Africa (CUEA) admitted to using ChatGPT for assignments. However, they also go on to admit they introduced their friends to it or got introduced by their friends to the use of ChatGPT (Nyaundi, 2023). Therefore, despite the resistance, hesitancy, and concerns amongst educators at the institutions of higher learning in Kenya (and elsewhere in Africa), the appropriation of this AI tool for learning amongst students is at a fast rate. Parents, scholars, and Daystar University Repository Library Archives Copy 6 institutions around the country are concerned it will kill the will to continue learning in the traditional way, unaided by any form of modern day technology (Kitengele, 2023). Corporate Communication, Learning, and University Students and Lecturers as Stakeholders Cornelissen (2014), posits that the future of any institution is dependent on how key stakeholders like employees, investors, customers, community members where the organization operates, and shareholders perceive the organization. Previous events such as globalization, financial crises, and corporate crises have cemented the belief that perception of an institution to its stakeholders is critical for its success (Cornelissen, 2014). Therefore, safeguarding the reputation of an organization has taken the center stage as this is viewed and believed to be a key strategic objective. Maintaining and building favorable relationships with key stakeholders, and protecting an organization’s reputation are key components that help an organization succeed (Cornelissen, 2014). Van Riel and Fombrun (2007) and Cornelissen (2014) posit, Corporate communication is a management function that provides a structure to effectively coordinate internal and external communications in an organization. In essence, the key objective is to establish and maintain favorable relationships with key stakeholders the organization depends upon. Based on the definitions of these scholars, three key characteristics emerge. These are the management function, internal and external communication and key stakeholders (Van Riel and Fombrun, 2007). The management function of corporate communication is seen when organization’s plan, controls, organize, and coordinate communication messages to external and internal stakeholders (Van Riel and Fombrun, 2007; Cornelissen, 2014). Internal communication involves the dissemination of messages within an organization. It involves giving or taking directives and Daystar University Repository Library Archives Copy 7 instruction. On the other hand, external communications pertain to messages that are shared between stakeholders internally and externally through mass communication channels. In this regard, communication mediums used for dissemination are dependent on the receiver (Mohamad et al., 2018). Finally, key stakeholders are the recipients of the messages disseminated by an organization through the various communication mediums. As defined by Cornelissen (2014), a stakeholder is an individual who can affect the attainment of an organization’s objective or is affected by the achievements of an organization's objectives. Therefore, stakeholders are divided in two categories which are internal and external. The employees and top management can be categorized as internal stakeholders while non - governmental organizations, government agencies, competitors, consumers, and media can be categorized as external stakeholders (Mohamad et al., 2018). Therefore, Daystar and Strathmore University can be classified as corporate institutions on the basis that they have key stakeholders internally and externally, they disseminate messages via various mediums to their stakeholders, they attempt to maintain and develop favorable relationships with key stakeholders internally and externally and fulfills the management function of corporate communication through the “Corporate Affairs” department at Daystar University and through the “University Relations and Communications Department” at Strathmore University. Daystar and Strathmore University can coordinate all internal and external communications. Daystar and Strathmore University students and lecturers are key stakeholders of the institution. Given that students are one of the main consumers of the services offered by both universities and lecturers are key in facilitating the learning process, it is vital for both Universities to ensure a favorable relationship is maintained. Daystar and Strathmore University students have Daystar University Repository Library Archives Copy 8 the ability to affect the organization's achievements or its objectives. For example, the Daily Nation in 2018 reports, Daystar students went on strike pertaining to the hostel and gym services they were receiving from the organization (Nyamai, 2020). Therefore, student unrest rose due to a lack of adequate facilities. As a result, the school had to undergo closure for a while and changes in leadership occurred before normal activities could resume. In this instance, the unrest amongst the students and the deterioration of the institutional services was a key contributor to the school shutting down and having to find ways of mitigating the rising crisis. Given these events, Daystar took it upon itself to not only communicate with the students through personal emails, but also have a student leadership as another arm of the school’s governance serving as the intermediary between the institution and students. In addition, Daystar University's Vice - Chancellor occasionally calls for face to face meetings (Baraza’s) with students from each school to hear their grievances and plaudits. These strategies have improved the relationship between Daystar and its students. The perceptions of Daystar and Strathmore university students and lecturers as stakeholders in their learning process is vital to both organization's successes. Therefore, the researcher has purposed to explore the perceptions of Daystar and Strathmore University students and lecturers in the Utilization of ChatGPT for learning given they are key stakeholders and their influence to Daystar and Strathmore University as corporate institutions. Furthermore, learning is a process where there is understanding, relating ideas, and making new connections between old and new information (Queen's University, 2022). On the other hand, Communication is a process of understanding and shared meaning (University of Minnesota, Daystar University Repository Library Archives Copy 9 2015). In this sense, learning cannot occur without communication as both are based on a relationship between participants that leads to an understanding. Therefore, for learning to occur, communication takes the center stage where messages are disseminated to students through specific mediums and they can give feedback and make deep connections through inference to come to a point of mutual understanding between the instructor and learners. Learning is a form of interaction between these key stakeholders, students and the lecturers. Therefore, on the basis of Daystar and Strathmore University students and lecturers being key stakeholders and Daystar and Strathmore University being corporate institutions, the study falls within the discipline of corporate communication warranting the investigation of the utilization of ChatGPT for learning by Daystar and Strathmore University students and lecturers. Statement of the Problem The use of artificial intelligence has become ubiquitous in the present time. Despite its everyday use across different sectors of our society, it has nevertheless become a source of concern. The concern has risen to a level of panic among different people. In tertiary institutions across the world, reports and studies have shown that AI is being appropriated for learning purposes (Chen et al., 2020). Even so, this has also become a source of concern, engendering a lot of panic and resistance from the people. In Kenya, a news report by Business Daily stressed that “Student homework is dead. ChatGPT, a new Chabot by Microsoft, is the murderer. Learning will never be the same again. Future education is undoubtedly going to be different” (Ndemo, 2023, para. 1). This news article reflects how AI tools are perceived currently in Kenyan society. Daystar University Repository Library Archives Copy 10 It is given this research problem that the present study seeks to explore how Daystar and Strathmore University students and lecturers are using and perceiving AI tools for learning. Some studies have looked at the use of AI tools in tertiary institutions (Berendt et al., 2020). However, because of its novelty, there is still scanty knowledge on the use of GenAI such as ChatGPT in education, especially from a Kenyan perspective. This research gap informs the choice of focusing the study on exploring the issue from the position of researching students and lecturers at Daystar and Strathmore University. Purpose of the Study This study explored the utilization of ChatGPT for learning by Daystar and Strathmore University students and lecturers. Against the backdrop of growing concerns by parents and scholars in Kenya, the study probed the views of these students and lecturers regarding the incorporation of ChatGPT and its utilization for learning. Objectives of Study 1. To find out the Daystar and Strathmore University students and lecturers views on the utilization of ChatGPT for learning. 2. To determine other AI tools used in learning by Daystar and Strathmore University students and lecturers. 3. To investigate the influence of ChatGPT on learning on Daystar and Strathmore University students and lecturers. 4. To examine the ethical considerations used when utilizing ChatGPT by Daystar and Strathmore University students and lecturers. Research Questions Daystar University Repository Library Archives Copy 11 1. What are the views of Daystar and Strathmore University students and lecturers on the use of ChatGPT for learning? 2. What other AI tools are Daystar and Strathmore University students and lecturers using for learning apart from ChatGPT? 3. What is the influence of ChatGPT on learning for Daystar and Strathmore University students and lecturers? 4. What ethical considerations do Daystar and Strathmore University students and lecturers factor in the use of ChatGPT for learning? Rationale of Study The rise of ChatGPT has brought both hype and fear to Kenyan educators and students. An article by Citizen Digital points out how Lewis Kimani, a university student, admits to struggling less since ChatGPT proliferated the Kenyan market (Kitengele, 2023). Lewis does not advocate using it for educational use but other tasks such as article writing which students can earn from because it robs students of real learning, problem – solving and thinking (Kitengele, 2023). In this regard, there is a need to study the use of AI tools such as ChatGPT for learning. Despite a rapidly growing body of knowledge, limited research in Africa and Kenya exists on the utilization of ChatGPT for learning hence the fear, misconception, and concerns raised on the rapid rise of ChatGPT and AI in education as posited by articles by (Kitengele, 2023; Ndemo, 2023; Nyaundi, 2023). The findings of this study can illustrate that the growing importance of AI in education is rapid and highly transformative. Given ChatGPT’s capacity to enhance learning outcomes and processes, its ability to give students a personalized experience and provide valuable Daystar University Repository Library Archives Copy 12 insights regarding their performance, it is vital to understand its impact and utilization (BaidooAnu & Owusu Ansah, 2023). Furthermore, ChatGPT presents a threat to the quality of education due to the potential erosion of ethics when using the AI tool (Zhou et al., 2023). Students have resorted to using ChatGPT to do their assignments and exams rather than supplementing their work. Currently, no policies on the utilization of ChatGPT and other AI tools exist at Daystar and Strathmore University. Tertiary institutions and their students are still assimilating to the technology. Therefore, this study is needed to solve a looming quagmire that could potentially threaten student competencies. This study is needed as understanding how to integrate AI tools in education and specifically ChatGPT to produce quality students and boost their abilities and outcomes is essential. Training, policy, and instruction are greatly needed to achieve the maximum results since ChatGPT can still be used collaboratively with students (Mhlanga, 2023). Therefore, it is pivotal to understand student utilization of ChatGPT as this information can be used by lecturers to have a different academic approach that accommodates the use of this technology. Lastly, the findings of this study will provide empirical evidence and add to the empirical knowledge of the utilization of ChatGPT for learning. Significance of the Study First, the findings of this study will be an addition to the literature on corporate communication, given the fact that Universities are also organizations and their students and lecturers are key stakeholders. Based on this, researching utilization of ChatGPT for learning by Daystar University Repository Library Archives Copy 13 Daystar and Strathmore University students and lecturers can contribute to the literature on corporate communication by providing a Global South perspective and context. Thus, by providing evidence from research data from Daystar and Strathmore University students and lecturer’s, the existing body of knowledge is enriched. In addition, other researchers and institutions can use the findings of this study as a reference to effectively utilize AI tools such as ChatGPT in a learning context. Given the exploratory nature of the present study, the findings can serve as a springboard for another extensive empirical study to further investigate the role and appropriation of ChatGPT in institutions of higher learning. Furthermore, student experiences can be enhanced by the findings of this study. Currently, an alarm is being raised by parents and scholars due to the sudden rise of ChatGPT. Therefore, the utilization of this AI tool has been drastic amongst students as reports indicate how students rely on the platform for assignments and coursework (Kitengele, 2023). In this regard, exploring the perspectives of Daystar and Strathmore University students and lecturers will provide a deeper understanding of their engagement with ChatGPT and other AI tools. With this information, Daystar and Strathmore University can develop policies and tailor the AI interaction of students in an ethical manner that will bring the best out of them. By having empirical knowledge, Corporate institutions such as Daystar and Strathmore University can better adjust and both students and the institution will benefit. This will help identify ways to tailor their interaction with ChatGPT in learning to meet their needs, learning styles, and preferences. Consequently, it can promote academic success and satisfaction among students. In agreement, Strzelecki’s (2023) study argues in support of how AI tools like ChatGPT can be ethically adopted and utilized in tertiary institutions. Daystar University Repository Library Archives Copy 14 The researcher believes the study is also making a theoretical contribution. This is because of the application of the diffusion of innovation (DOI) theory in a new context to understand and explore how tertiary university students and lecturers (in this case Daystar and Strathmore University) are using ChatGPT for learning. Assumptions of the Study This study had some assumptions. First, the study assumed Daystar and Strathmore University would grant access to the researcher to conduct the research given the benefits it might produce to both institutions as well as the wider benefits of the research to other institutions of higher learning in Kenya. Second, the researcher assumed that the participants are using ChatGPT for learning purposes as students and lecturers in the university. Moreover, the study assumed the participants will be honest with their responses to the researcher’s questions during data collection. Scope of the Study The scope and focus of this study was to explore the utilization of ChatGPT for learning by Daystar and Strathmore University students and lecturers. The study was only concerned with the utilization of ChatGPT. This was due to its relevance and educational proliferation in the country and the world (Willems, 2023; Strzelecki, 2023; Raman et al., 2023). Furthermore, Daystar and Strathmore University students and lecturers are key stakeholders warranting an exploration from their perspective. In addition, the researcher focused on Bachelors of Communication students and lecturers from both Universities to understand how they utilize ChatGPT as both groups possess different needs which can result in different ways of appropriation. Limitations and Delimitations of the Study Daystar University Repository Library Archives Copy 15 The study employed the qualitative research method. In this regard, the researcher sought the lived experiences of Daystar and Strathmore University students and lecturers on the Utilization of ChatGPT for learning. However, one of the limitations envisaged by the researcher was that Daystar and Strathmore University students may be hesitant to freely speak about their experiences and usage of ChatGPT for learning due to fear of negative academic consequences. Daystar and Strathmore University students are expected to adhere to the code of conduct and observe the institution's Ethical consideration for learning. To address this limitation, the researcher assured the students that their privacy will be protected through anonymity and confidentiality. It means the researcher did not in any way identify the students by name or department. In addition, the students were given assurance that the study is meant for academic purpose and not some sort of investigation to know who is a culprit in the utilization of ChatGPT for learning. Definition of Terms AI Tool - As stated by (Synthesia, 2023) AI Tools are software applications that use artificial intelligence algorithms to solve problems and perform assigned tasks. In this study, the term AI tool(s) describes ChatGPT. Utilization - This refers to the act of using something effectively (Cambridge Dictionary, 2022). In this study, “Utilization of ChatGPT” refers to the use of ChatGPT. Learning - It is a process of gaining understanding of something either through study or experience (Cambridge Dictionary, 2019). In this study, learning refers to Daystar and Strathmore University students attaining knowledge through study or their experiences. Daystar University Repository Library Archives Copy 16 Corporate Communication - This can be characterized as a management function that coordinates the work of communication practitioners in various disciplines such as Media relations, internal communication and public affairs (Cornelissen, 2014). Therefore, Corporate Communication provides the framework for smooth coordination of all internal and external communication with the goal of maintaining and establishing a favorable reputation with an organization’s various stakeholder groups (Cornelissen, 2014). Stakeholder - This refers to any group or individual who is affected or can affect the attainment of an organization's objectives. In this study, Stakeholder refers to Daystar and Strathmore University students and lecturers (Cornelissen, 2014). Chapter Summary This chapter presented a comprehensive introduction and background on the utilization of ChatGPT for learning, the research problem investigated, the research questions, and the research objectives posed in the study. It further discussed the significance of the study, the rationale as to why this study is needed, and the assumptions of the study. In addition, the chapter presented the limitations and delimitations of the study, the scope of the research, and the definition of terms. The next chapter reviewed the literature on the utilization of ChatGPT for learning. In addition, it discussed the theoretical framework, general literature, empirical literature and the conceptual framework. CHAPTER TWO LITERATURE REVIEW Introduction Daystar University Repository Library Archives Copy 17 This chapter reviews studies relevant to the utilization of ChatGPT for learning purposes. The first section introduces and discusses the theoretical framework of the study. The second section entails a general literature review on the utilization of ChatGPT for learning among students, AI tools in education, and the ethical considerations when using AI tools. The empirical literature review follows, while utilization of ChatGPT for learning by students is discussed from a global, continental, and local perspective. Finally, the conceptual framework of the study is discussed and the chapter is concluded with a summary. Theoretical Framework The Diffusion of Innovation theory was developed in 1962 by Everett Rogers (Fortner & Fackler, 2014). It has its origins in communication and is one of the oldest social science theories. It explains how innovations or ideas gain momentum and diffuse through certain populations of social systems over a period of time. The end result is adoption of the proposed idea, behavior or product. In this regard, adoption means that the individual or group will view the idea, behavior, and product as innovative or new thus resulting in a change in behavior (Littlejohn & Foss, 2009). The theory garners a lot of interest because when having a new idea adopted, even when there are obvious advantages, it is usually very difficult. Many innovations or new ideas take a long time, often many years from the moment they become available to when they are adopted widely by the masses. In this regard, the common challenge for most organizations or individuals is how to speed up the uptake of diffusion of an innovation (Rogers, 1983). Diffusion of Innovation Theory Daystar University Repository Library Archives Copy 18 The diffusion of innovation is the process whereby innovations are communicated through specific channels over a period of time amongst members of a social system. In the diffusion process, communication is special in the sense that the messages entail the new ideas being shared. Therefore, the “newness” of the idea being shared fosters the diffusion of innovation’s special character. Consequently, this newness means there is a degree of uncertainty (Rogers, 1983). As described by Cambridge Dictionary (2023), uncertainty refers to the feeling of not being sure about something. Furthermore, Rogers (1983) posits that uncertainty implies unpredictable nature of information or structure. In this regard, for an idea to be adopted, uncertainty has to be reduced. Therefore, when individuals or groups are informed, it reduces the level of uncertainty. In addition, Rogers (1983) further states that diffusion can be categorized as a kind of social change. In this sense, social change is described as a process whereby there is alteration in the function and structure of the social system. Therefore, when new ideas are invented, diffused, and are rejected or accepted, there are certain consequences which occur resulting in social change. Four Elements of Diffusion Innovation Rogers (1983) describes an innovation as an idea, practice, or project that’s perceived as new by an individual or group. An innovation does not have to be recent but if perceived as new by a person or group then it is considered an innovation. Furthermore, uncertainty is a key obstacle when it comes to adoption of an innovation. Therefore, individuals or groups need to be informed about the advantages and disadvantages making them aware of all consequences thus increasing the rate of adoption (Littlejohn & Foss, 2009). Daystar University Repository Library Archives Copy 19 Communication Channels One of the key elements of the diffusion process is the exchange of information whereby one individual communicates the new idea or innovation to one or several others (Littlejohn & Foss, 2009). This process involves the innovation, the individual or group that is knowledgeable and experienced about the innovation, other individuals or groups who have no knowledge of the innovation, and a communication channel that links these two channels (Rogers, 1983). Time In most behavioral scientific research, Rogers (1983), argues that time is the most ignored aspect. He further adds that time is an aspect of every activity and it does not exist independently of events. Adopter categorizations, rate of adoptions, and the innovation diffusion process all incorporate time. There are five steps to the innovation decision process that occur in a timeordered sequence. These are knowledge, persuasion, decision, implementation and confirmation (Sahin, 2006). Knowledge results when an individual or group has been exposed to an innovation since inception and has an understanding of its functions (Rogers, 1983; Sahin, 2006). Persuasion occurs when an individual or group responds favorably or unfavorably to the innovation. Decision occurs when the individual or group engages in activities that result in adoption or rejection of the innovation. Implementation refers to when an individual utilizes the innovation. Finally, Confirmation occurs when the individual or group seeks the approval and reassurance of others that they are making the correct choice. If the individual or group receives conflicting messages they are prone to reversing and rejecting the innovation (Rogers, 1983). Daystar University Repository Library Archives Copy 20 Social System Rogers (1983) describes a social system as a group of co - related units which are engaging together when problem solving to achieve a common goal. In this instance, members of a social system consist of organizations, individuals, sub - systems, and informal groups. The diffusion process occurs within a social system and the structure of a social system affects the diffusion process in multiple ways. Adopter Categories of the D.O.I Theory Innovators From observation, it has been noted innovators are obsessed with being adventurous or “the first” due to their eagerness to adopt and try new ideas (Rogers, 1983). They are more willing to bear the setback of an unsuccessful innovation. These groups of people share communication patterns and commonly form “friendship cliques” amongst themselves as their interest’s band them together. Innovators' interests lie outside the local circle of peer networks and gravitate towards more cosmopolitan social relationships. Innovators are free of local bias and have a more open mindedness towards other cultures, people, and ideas (Baran & Davis, 2015; Sahin, 2006). However, this makes up the basics of being an innovator as there are several other prerequisites. These entail owning a substantial amount of the financial resources to bear the losses of an unprofitable innovation. Furthermore, they have the capacity to comprehend complex technical knowledge and apply it. Innovators have to cope with the high degree of uncertainty possessed by an innovation during adoption. The innovator steps up into the role of the gatekeeper as they are influential in regards to launching a new idea into the Daystar University Repository Library Archives Copy 21 social system that challenges the social system’s boundaries. In this regard, Innovators are an integral part of the diffusion process due to the vital role they play in diffusing an innovation (Rogers, 1983). Early Adopters Early adopters differ from the innovators as they are more locally integrated. In a majority of social systems, the early adopters consist of a great majority of the opinion leaders. (Baran & Davis, 2015; Rogers, 1983) Potential adopters view the early adopters as the “individuals to consult” as they seek information from them before adopting an innovation or idea. This is because the early adopters are not too far off to the potential adopters in terms of innovativeness (Baran & Davis, 2015). In this regard, they serve as role models and command the respect of their peers. Therefore, early adopters understand if they are to continue to be viewed from this lens and maintain their central position, they have to be responsible in making wise innovative decisions. (Sahin, 2006) Consequently, they play a decisive role in reducing uncertainty by adopting new innovations or ideas and then sharing their evaluations through interpersonal networks to their peers (Rogers, 1983). Early Majority The early majority adopt an idea before most of the average members of a society. These groups of individuals constantly consult and interact with their peers (early adopters/innovators) (Baran & Davis, 2015; Sahin, 2006). However, unlike the early adopters, members in this category do not hold leadership positions. Therefore, there is no impetus or drive to be the first to adopt an Daystar University Repository Library Archives Copy 22 innovation or idea as they often deliberately follow instead of leading. The early majority take a while before deciding whether to adopt an idea. However, their unique position between early and late adopters positions them as an important link in the diffusion process. This is because they are seen as a bridge that provides the interconnectedness between the social system’s networks (Rogers, 1983). Late Majority The late majority are amongst the last members of a social system to adopt an idea or innovation (Baran & Davis, 2015). Peer pressure plays a vital role in the motivation of this group’s adoption (Rogers, 1983). Due to their access to limited resources, the late majority view new innovations and ideas with a lot of skepticism. Walking with caution, they observe to ensure the uncertainty that comes with a new idea or innovation is removed before they can be comfortable with adoption. In most instances, adoption is as a result of necessity and increasing pressures. Laggards The laggards are the last members of a social system when it comes to adoption of an innovation (Sahin, 2006). The laggard constantly refers to the past as their point of reference. In this regard, their decisions are based on what has occurred in previous generations. Given their localite view, they interact primarily with fellow members who share similar traditional values. Often, when laggards adopt an innovation, it may have already been replaced with a more recent innovation. This group of individuals is highly suspicious and skeptical of innovations. However, Rogers argues that the laggard's economic position forcefully dictates their caution of adopting new innovation. Therefore, it is entirely rational to the laggards to ensure the new innovation will not fail due to minimal resources at their disposal (Rogers, 1983). Daystar University Repository Library Archives Copy 23 Technology-Related Studies based on Diffusion of Innovation Theory Isleem (2003) analyzed how computers are used for instructional purposes in Ohio public schools by education teachers. He looked at the relationships between select factors such as attitude, support, expertise, characteristics of teachers, access and the level of computer use. The researcher discovered that attitude, expertise, and access to computers by teachers were key predictors of the levels of computer usage. On this note, the author advocates that a higher usage of computers can only result when instructors receive training (Isleem, 2003). As Rogers (1983) argued, individuals or groups need to be informed about the advantages and disadvantages making them aware of all consequences thus increasing the chances of adoption by reducing uncertainty. In another study, Medlin (2001) applied the DOI theory when examining how select factors influence faculty members’ motivation and decision when adopting new technologies into teaching instruction. As a result, she classified her findings in three categories: mentors, peer support, friends, and students constituted the social factors that were key predictors of the adoption of electronic technologies in the classroom. The organizational variables consist of mandates from the university and finally the allocation of resources as significant predictors of faculty member use of electronic technologies in the classroom. Furthermore, Medlin (2001) cited three personal motivation variables that can influence faculty members' decision to adopt instructional technologies. These three variables are, personal interest in improving their teaching, a personal interest in instructional technology, and a personal interest in enhancing student learning. More recently, the introduction of Khan Academy in 2008, presented educators and learners with free online courses, exercises, and lessons that can be integrated into learning (Raman et al., 2023). Two years after its inception, 18 million lessons had been delivered through the platform. Daystar University Repository Library Archives Copy 24 As of 2021, over 120 million users worldwide were registered (Raman et al., 2023). Another similar application is Coursera. Founded in 2012, the learning platform has offered courses from top institutions and universities worldwide. By the end of 2014, Coursera had reached over 10 million users (Raman et al., 2023). By September 2021, over 87 million users were registered on Coursera (Raman et al., 2023). Multiple technological innovations have occurred over the last two decades at an individual, business and public level. Digital innovations are being adopted by organizations, individuals, and governments due to technology’s widespread reach across various domains. Furthermore, the DOI theory has been widely applied in various technological studies as seen from the examples above. This rapid growth and proliferation of technology in education is evident as seen from the examples above. Furthermore, the rate of adoption by individuals, institutions and organizations are evidence as illustrated that the diffusion of education technology has and is driven by various factors such as the reduction of uncertainty, ease of use, accessibility, personal interest, peer pressure, and the evolving needs of learners and educators. Application of the Diffusion of Innovation Theory in Utilization of ChatGPT for Learning at Daystar and Strathmore University: A Stakeholders Perspective The Diffusion of Innovation theory was the most appropriate theory for this study. This is because of its history in investigating technological adoption in higher education and educational environments thus making it relevant for the study (Medlin, 2001). Furthermore, the recent advent of ChatGPT in November, 2022 posits it as a new innovation that is being diffused through various social systems. Uncertainty is high as educators and students are skeptical about the new technology. Multifaceted reactions exist within the educational space and the application of the Daystar University Repository Library Archives Copy 25 Diffusion of Innovation theory can help understand how this new innovation gradually spreads through the global, regional, and local social system and the rate of adoption amongst the various adopter categories within this system. Moreover, the DOI is considered appropriate for this research because in the real sense of it ChatGPT is a novel technology that is adopted in phases in the education sector. As is the case with some innovations, ChatGPT can be described as facing hesitant adoption among some scholars and educators. Conversely, the same AI tool is being embraced by students in most universities around the world. However, the rate of the adoption will vary across societies, places, time and even institutions. In this light, DOI offers promising theoretical insights to enable the researcher to understand the degree to which students have embraced the use of ChatGPT, albeit secretly, for learning purposes. A critical look at the research questions showed how the theory can provide interesting perspectives in addressing these questions. Furthermore, the DOI will be useful in this study during interpretations and discussions of findings. This theoretical knowledge will be useful to situate the discussion within the tenets of theory especially in our local Kenyan context. Given the points discussed above, it is evident that ChatGPT is not only an innovative tool, but also making sense of its usage for learning purposes also falls within the domain of the DOI theoretical framework. Critique of Diffusion of Innovation Theory Individual-Blame and the Diffusion of Innovations The different adopter categories in the diffusion of innovation theory are idealized and indicate the success or failure of an individual in a social system rather than indicating the success Daystar University Repository Library Archives Copy 26 or failure of the system (Rogers, 1983). In this sense, blame is attributed to an individual rather than the system the individual finds themselves within. Late adopters and laggards are the last individuals to adopt innovation. They are more prone to being blamed for failure to adopt or delay in adoption of an innovation. In this instance, change agents in the diffusion process hold the notion that both these individuals do not adhere to the recommendation of experts (opinion leaders, innovators) in use of an innovation (Rogers, 1983). Therefore, these individuals are viewed as irrational or resistant to change when in some instances the innovation may not be appropriate for them due to their limited resources or smaller scaled operations. In this case, when blame is not placed on the individual but on the system, there can be further probing on whether the innovations are appropriately tuned to the needs of the later categories and whether the change agents who recommend the innovation are well informed on the life situations of the later categories (Rogers, 1983). General Literature Review University Students and Lecturer’s Utilization and Perceptions of GenAI Tools and Its Influence on Learning The investigation of student and lecturer’s utilization and perceptions of Generative AI such as ChatGPT in higher education reveals a subtle and intricate picture of worry and excitement as a majority of students are very familiar with GenAI technology (Cecilia et al., 2023). Cecilia et al. (2023), posits that a student’s level of familiarity is directly related to how frequently they use these technologies and their willingness to utilize GenAI for studies and future work. Understanding the willingness and worries of students and lecturers regarding GenAI tools is vital for tertiary institutions. This will aid in seamless integration of these technologies into the learning Daystar University Repository Library Archives Copy 27 process in a manner which will enhance student competencies and complement traditional teaching methods (Cecilia et al., 2023). As a result of this integration, students are more likely to adopt a deeper approach to learning and lecturers will be more open to its use since they view GenAI as a supportive and valuable learning tool. Therefore, understanding the gaps in the utilization and perceptions of students and instructors will aid tertiary institutions in crafting necessary interventions. These interventions will not only broaden the AI literacy of instructors and students but also improve student competencies preparing them to join an AI driven work field (Cecilia et al., 2023). A majority of the research on the perceptions of students in tertiary institutions focusses on AI and chatbots which are not fueled by Generative AI (GenAI) such as ChatGPT (Cecilia et al., 2023). Therefore, this leaves a gap where the experiences and perceptions of students and lecturers using Generative AI tools are not relatively explored hence the investigation. According to Shoufan (2023), fully understanding the impact of AI tools on education requires investigation. In this sense, investigating the perceptions and utilization of students and lecturers with language models such as ChatGPT is required. Shoufan (2023), further posits that the perceptions held by students is “highly relevant” in education and it directly impacts their academic achievement, motivation and engagement. In this regard, student’s positive perceptions of their learning experience leads to them being more engaged and motivated to learn. As a result, this would directly lead to better academic performance. However, when students perceive their learning experience negatively, their academic success is less likely as they are more disengaged and lacking motivation (Shoufan, 2023). Daystar University Repository Library Archives Copy 28 Biggs and Tang (1999/2011) argue that the perceptions students hold regarding their learning environment, abilities and strategies used for teaching significantly impact their approach to learning and eventually influence learning outcomes. They further stated that students who have a positive perception of learning are more likely to take a deeper approach. However, those who have a negative perception adopt a shallow approach and resort to memorizing and fulfilling the bare minimum. In this regard, student’s perception of their learning environment, strategies used, assessment methods, and support services offered play a vital role in the learning process and outcomes (Biggs & Tang, 1999/2011). Shoufan (2023) conducted a thematic study on student perception on ChatGPT with 56 senior students as the participants. The researcher created four ungraded quizzes on Moodle which required students to include their conversations with ChatGPT when answering questions. Shoufan (2023) ensured these questions were not yet taught. Therefore, as students sought for answers, there would be genuine attempts to prompt ChatGPT to obtain answers. Once these answers were obtained, they would input them on Moodle then evaluate their accuracy. As a result, students held positive perceptions which included their admiration, motivation, optimism, and interest. According to the study conducted, 96% of students perceived ChatGPT as very interesting or interesting. Furthermore, minimal concerns of uncertainty and the impact of ChatGPT exist but results indicate 83% of them are motivated to use the AI tool again. Additionally, Shoufan (2023) study reveals that a majority of students agreed that ChatGPT will not replace human intelligence and background knowledge is needed for efficient and beneficial use. When it came to interaction with the software, it is reported that students found using ChatGPT very easy despite experiencing challenges when prompting the AI tool. With follow up questions, Daystar University Repository Library Archives Copy 29 students were able to circumvent this limitation to lead them to the correct answers thus making their interactions quite human (Shoufan, 2023). Looking at the accuracy of their answers, students rated ChatGPT moderately. This is due to the fact that most students hold the view that the AI tool still needs improvement. However, Shoufan (2023) still found a majority of students holding the view that it still provides good answers and explanations. Exploring the impact of ChatGPT on learning, Shoufan (2023) found that most students believe it is useful in learning and can be used to complement the current teaching methods. Despite the ethical challenges it poses, students perceive these impacts moderately. Therefore, students do not perceive ChatGPT as a threat to their learning but rather an aid to brainstorm, gather data, and receive immediate learning support. (Shoufan, 2023). Large language models such as ChatGPT can develop new information through inference. Therefore, this distinguishes it from traditional search engines. In this regard, despite the inaccuracy when answering some questions, students still perceive ChatGPT as an enticing platform. They are enthusiastic, motivated, interested, and optimistic about its development. It is best for educators and institutions to investigate further on this interest by trying to understand the limitations and capabilities of ChatGPT to teach students how to effectively use it (Shoufan, 2023). A time is coming when ChatGPT and other GenAI tools will become more accurate and will not heavily rely on the quality of prompts it receives (Shoufan, 2023). Therefore, this will revolutionize the way students acquire knowledge and shatter current assessments as call for ethical considerations and modality shall continue to skyrocket (Shoufan, Daystar University Repository Library Archives Copy 30 2023). It is never too soon to think of different assessment techniques in this era of AI in education. In addition, Cecilia et al. (2023), conducted a study on the views of students on GenAI. The findings of the study indicate that students comprehend the limitation of ChatGPT in handling complicated tasks. Furthermore, the findings show a moderate positive correlation between the frequency of utilization and knowledge of GenAI technologies (Cecilia et al., 2023). Consequently, students that are highly knowledgeable about ChatGPT are more likely to use it in future than those that are not (Cecilia et al., 2023). According to the study, the findings indicate students' positive attitudes towards GenAI technology. Cecilia et al. (2023), reports that students who participated in the study have a positive attitude toward GenAI in learning and future careers. In this regard, the students value GenAI usefulness in providing unique insights and feedback that is highly personalized. Furthermore, the technology is user friendly and available 24/7 to offer needed support. Students reported that they can rely on GenAI to serve as their virtual tutor when they are struggling with assignments. One of the students from the faculty of engineering regarded ChatGPT as a “top student” because when they are experiencing difficulties and have no one to ask, they can turn to the AI tool for immediate assistance (Cecilia et al., 2023). Furthermore, a student reported using ChatGPT for further learning and assessment of their finished assignment to understand where they went wrong and to improve the depth of their understanding. (Cecilia et al., 2023). Cecilia et al. (2023), reports on GenAI’s ability to generate images. As stated by an engineering student participating in the study, GenAI can offer samples and inspiration for content creators when they have no clue or visual of what to design. Daystar University Repository Library Archives Copy 31 Optimism regarding the integration of GenAI in education is prevalent (Cecilia et al., 2023). This optimism is warranted by the willingness of utilization of GenAI by students and a strong belief that GenAI is part of the evolution and trends of technology in education (Cecilia et al., 2023). As stated by a student, they equate the advent and public use of computers 40 years ago, to the proliferation of GenAI in education. They go on to express their excitement for the future as they are excited to see how this technology will reshape the world. In closing, they advise it is better to “embrace” these technologies rather than ban or avoid them. (Cecilia et al., 2023). Another reason for the optimism is because students believe humans will still have control over GenAI. Therefore, this will lead to the efficient completion of tasks. Haensch et al. (2023) conducted a study where they analyzed 100 TikTok videos with the #ChatGPT. TikTok is a rapidly growing social media platform famously regarded amongst individuals under 30 years. The analyzed videos constituted over 250 million views and 22 million likes in February 2023 (Haensch et al., 2023). A majority of the videos promote the utilization of GenAI for writing essays or code. Furthermore, another majority of the videos entailed how users of ChatGPT can fool AI detectors that would show their work is AI generated (Haensch et al., 2023). In this regard, Haensch et al. (2023) sought to understand the perceptions of students on ChatGPT, how they learn about the AI tool, and the potential application of this GenAI technology. 53 videos out of the 100 were promotional. This means they portray the use of ChaGPT positively. A majority of videos illustrate the capabilities of ChatGPT in answering questions (6), writing essays (7), code writing (8), and formulating recipes, poems, or letters (17 videos) (Haensch et al., 2023). In addition, Haensch et al. (2023), reports that other videos provide more in-depth tutorials on usage of the tool. The majority of videos promote the use of ChatGPT without Daystar University Repository Library Archives Copy 32 hesitation. It is reported that these videos had higher engagement in terms of likes, shares, comments and views. However, only one of the 100 videos portrays ChatGPT in a negative light. Furthermore, the videos which inform students of text generated by ChatGPT can be detected primarily center on how to mitigate this drawback (Haensch et al., 2023). The findings of this study provide further insights on what students can learn on ChatGPT through popular social media platforms as TikTok. Furthermore, potential gaps in their knowledge were identified as the videos majorly ignored ChatGPT’s ability to formulate inaccurate answers (Haensch et al., 2023). Given that only one of the 100 videos portray ChatGPT negatively, it indicates that students hold the GenAI technology in a positive light. This is further backed by the fact that the videos that promote its usage have a higher engagement rate. As argued by Willems (2023) and Atlas (2023), instructional material to guide students and educators on ChatGPT exists but it is under the leadership and directive of educators to teach learners how to utilize GenAI responsibly just like any other tool at their disposal. Furthermore, Baidoo-Anu and Owusu Ansah (2023) and Peñalvo (2023) posit that GenAI like ChatGPT is here to stay therefore prohibiting and banning usage is not a solution and it is not a promising route to take. Liu (2023), conducted a study to understand Chinese student attitudes and perceptions on ChatGPT usage for learning English. A five point Likert scale was employed as the data collection tool ranging from “strongly disagree” to “strongly agree.” The data analysis of this study was based on the rating intervals of Pallant (2005). She correlated the average of every item with their degree of disagreement or agreement. Therefore, 1.00 - 1.80 shows strong disagreement, 1.81 - 2.60 indicate disagreement, 2.61 - 3.40 indicate moderate agreement, 3.41 - 4.20 indicate high agreement, and 4.2 - 5.00 indicate strong agreement (Pallant, 2005). In this regard, Liu (2023) Daystar University Repository Library Archives Copy 33 reports, a majority (3.21 - moderate) of the students stated they are capable of understanding ChatGPT. Furthermore, a substantial number (3.56 - high) of students believe they can use the AI tool for learning and another majority of students (3.52 - high) would be willing to put effort and learn how to efficiently use ChatGPT when learning English (Liu, 2023). Furthermore, reports indicate that a majority of students are inclined to frequently use it in the future for learning (3.39 - moderate). Therefore, these results indicate that Chinese University students are accustomed to learning English with help of GenAI like ChatGPT. For this reason, they consider the software as an effective tool in learning and would welcome the idea of utilizing it for future pursuits in education (Liu, 2023). The possibility of receiving instructional support outside of the classroom greatly enhances their learning competencies and effectiveness. The study reports that students remain motivated to continue learning English with the help of this platform. However, participants did note the challenges of plagiarism and inaccurate responses but their high regard towards the AI tool is unwavering as they deem it helpful to learning English (Liu, 2023). Accordingly, the above findings from the various studies indicate that students perceive GenAI technology as helpful and beneficial in their learning process (Liu, 2023; Cecilia et al., 2023; Atlas, 2023; Willems, 2023; Baidoo-Anu & Owusu Ansah, 2023; Peñalvo, 2023; Shoufan, 2023; Biggs & Tang, 1999/2011). These findings illustrate GenAI’s potential in revolutionizing the educational landscape as traditional methods of teaching and assessment are being challenged by the technologies capacity to offer personalized support 24/7, to avail self - directed learning for students, and being tailor made to meet individual student needs. Students are the primary users of technological advancements in education. Hence, it is vital to understand their perceptions of these Daystar University Repository Library Archives Copy 34 technologies so that educators, tertiary institutions, and policymakers can gain a better understanding on how to integrate GenAI technology in learning in a manner that will enhance the outcomes of learning and teaching. In this regard, adoption of this innovation is key to fostering the uptake of GenAI in education. AI Tools in Learning Traditional forms of learning have centered around a teacher addressing a classroom and students listen. However, it also requires an instructor to go an extra mile in facilitating their students to get them talking and capture their interest. Teachers should also be able to listen to their students and this cannot occur when they are always the ones taking the floor. As stated by Academy and Kouzov (2019), they describe the classroom of the future as a space with ultramodern lighting, holographs that transform to multimedia screens and 3D reality, spacious solar powered rooms that are accessed with iris identification, or smart cards to immerse students in various educational scenarios. In this regard, Academy and Kouzov (2019) posits the future classroom will be a virtual one. In today’s world, Technology has become an inevitable part of society’s function. Advancements in technology have not just changed the lives of people but also impacted modes of learning, interactions and working (Fitria, 2021). In this regard, the new innovations that surface contribute to making working, interacting, and learning more effective and practical (Fitria, 2021). Despite being in its developmental stages, artificial intelligence has proliferated the world of education. As it stands, AI has facilitated learning through the interaction of bots, GenAI technology, and AI software’s (Fitria, 2021). Daystar University Repository Library Archives Copy 35 When students are facilitated to get to the truth through engagement, creativity and experiment, they develop in a more creative and enthusiastic manner. Therefore, their affinity to the learning process fosters long - lasting interest and perseverance in a specific area or subject. As a result, their future careers can be established and identified earlier on. The rapid growth of AI is believed to be a main driver that could foster this affinity and long - lasting interest (Academy & Kouzov, 2019). Furthermore, Academy and Kouzov (2019) posits that AI can be a powerful tool in education for analysis and development of critical thinking amongst pupils. In this regard, by relying on the powers of supercomputers, Academy and Kouzov (2019) state that instructors and learners have the opportunity to compare different harmonies or sounds, shades, designs, and colors, identify similarities or differences in works of art, cultures, or events, and pick up a rich range of mathematical models that are not in the traditional instructor’s arsenal in the blink of an eye. As posited by Fitria (2021), these developments require educators and learners to adopt the advancements to enhance the quality of education, information and communication technology. Furthermore, Fitria (2021) argues that AI is a pillar of the 4th Industrial revolution. In this regard, AI plays a central role as a mediator in the learning process which is now technologically driven. The following are examples of AI tools and software’s being widely applied in various educational platforms. Presentation Translator By Using AI, students can now take multiple courses and trainings. The realities provided by AI have exposed students to a plethora of opportunities. Students can access learning materials Daystar University Repository Library Archives Copy 36 shared by the best tutors globally through various teaching platforms such as Coursera, Khan Academy or Duolingo (Fitria, 2021). However, use of AI widens the scope for learning as students with vision, hearing, and language barriers can learn comfortably. Presentation Translator is an AI tool which provides students with subtitles for videos and speech options in their native language (Fitria, 2021). Therefore, users can read and listen to speech text, articles, and digital books in their native language (Fitria, 2021). This technology is helpful for students or individuals limited by language, vision, and hearing. Education Games These are games students can play and have fun but still learn. Educational games offer an educational or learning experience to those playing the game (Fitria, 2021). This unique facilitation of learning is illustrated by AI tools such as Duolingo, Khan Academy Kids, and QuickBrain (Fitria, 2021). Duolingo is a children’s game which teaches English and 30 other languages. These include, French, Italian, Korean and Japanese. However, adults can also use the game to gain proficiency in these languages (Fitria, 2021). Khan Academy Kids and Khan Academy have thousands of interactive activities for learners. Math, Science, Physics, Chemistry, Economics, learning how to read and write, motor development, socio economic development, problem solving skills are available for learners of all ages (Fitria, 2021). Quickbrain is a lovely educational game for students as it aims at boosting their brain speed when processing calculations (Fitria, 2021). Personalized Learning AI tools and technology in education have had a huge impact in boosting learning patterns and quality to become more effective. As posited by Fitria (2021), the application of AI tools in learning has become quite common. Hence, personalized learning has been greatly enabled by AI Daystar University Repository Library Archives Copy 37 in education (Fitria, 2021). For instance, Khan Academy is a greatly utilized resource that offers students tutoring, activities, and correction / solutions to their misunderstanding. Furthermore, AI tools such as Khan Academy collect data from these learning activities and then suggest learning solutions that are personalized to student’s needs. Consequently, students can progress and develop based on their abilities, motivation, speed of mastery of content and learning. Furthermore, a major challenge that occurs in learning is that each student understands at a different pace. Therefore, those who understand quickly can find learning boring and repetitive and those slower to understand are lost. AI offers a solution to this problem through personalized learning. By adopting this approach, instructors are able to support students throughout their study and increase their productivity and chances of success in meeting learning objectives (Chassignol et al., 2018). For example, Knewton Analytics is a platform which offers real - time recommendations to students based on their learning styles, and structures materials to their individual needs (Chassignol et al., 2018). In addition, Watson Education Classroom is a cloud service that aids teachers to deliver personalized learning to students by receiving data on student needs and personalized learning activities so that content can be structured accordingly (Chassignol et al., 2018). Virtual Mentor Virtual Mentoring can be described as the process where knowledgeable individuals instruct / guide a less knowledgeable person through a medium. In this regard, the goal is to achieve specific learning objectives (Ralf Klamma et al., 2020). AI offers an opportunity to students where Daystar University Repository Library Archives Copy 38 they can receive 24/7 feedback and practice questions to boost their competencies. Furthermore, it also gives recommendations of areas that need to be studied again like a tutor or instructor. For instance, Blackboard is a software that is prevalent in the Global North (America and Europe) (Fitria, 2021). This AI tool allows lecturers to publish notes, tests, homework, quizzes, and also allows students to ask any questions pertaining to assignments. Furthermore, this application can be used for assessment. In this regard, lecturers rely on it to identify the cause of misunderstanding among students and then through the tool provide solutions to the problems as earlier programmed by the instructors (Fitria, 2021). Giving feedback to students is an important aspect of learning and a key responsibility of instructors. However, this can become challenging when dealing with a huge group of students. Therefore, as posited by Chassignol et al. (2018), many universities have adopted interactive learning environments (ILE) to upgrade the quality of feedback and mentoring. ILE refers to the collaborative use of e-learning platforms, approaches and technologies (learning management systems - LMS) to maintain and attain a constant learning setting for students. In this regard, Chassignol et al. (2018) argues that the evolution of LMS goes hand in hand with AI and gives birth to Intelligent learning systems (ITS) which students rely upon. For example, The AutoTutor, Beetle II system, and Why2-Atlas are systems that tutor students in the line of computer science, mathematics, and physics (Chassignol et al., 2018). In this instance, these software’s records data from students based on their replies and inputs then models them to students' individual needs, motivation, and knowledge as they adjust the content. Therefore, ITS can engage with students on a step by step level whereby it gives students feedback on each answer given rather than at the completion of each task (Chassignol et al., 2018). Daystar University Repository Library Archives Copy 39 Ethical Considerations of AI in Education The rise of AI technology such as ChatGPT in education has the potential to cause harm to students in multiple ways including ethically, physically, and intellectually (Aiken & Epstein, 2000). Aiken and Epstein (2000) posit that discussions on the philosophical premises of AI in education need to be had before it further proliferates into the classroom significantly. Failure to this, limitations on the effectiveness and positive contributions brought by the technology in learning will take the center stage (Aiken & Epstein, 2000). With the advent of the internet and computers, this technology provided a means for unethical behavior in education (Aiken & Epstein, 2000). For instance, there are students who would retrieve information from the web and fail to cite or credit the source. This is often referred to as plagiarism and considered as grave misconduct in the educational realm (Aiken & Epstein, 2000). However, most students subscribe to the train of thought that it is okay to do this and do not view a lack of attribution as cheating (Aiken & Epstein, 2000). Furthermore, Aiken & Epstein, (2000) argue that students happen to realize that they are cheating and they are getting away with it thus fostering the belief they will not get caught. In this regard, students go about their educational responsibilities in bad faith and unless a change occurs, there will be a new breed of students who believe plagiarism is acceptable (Aiken & Epstein, 2000). In this regard, the following suggestions posited by various scholars are some ethical considerations for AI technology in Education. Responsible Use Daystar University Repository Library Archives Copy 40 As posited by Mhlanga (2023), instructors need to encourage students to challenge the output of ChatGPT. Therefore, it is the responsibility of an instructor to help students foster an educated and critical viewpoint of AI within the classroom. In this sense, educators teach students to conduct an analysis of the responses posed by an AI tool so that they can distinguish between reliable and unreliable information that is provided by the AI tool (Mhlanga, 2023). Because ChatGPT was programmed using information from the internet, it is likely to contain bias, or unreliable, and deceptive information. In addition, it is vital for students to possess the adequate skills when interacting with ChatGPT to maneuver in an educational world where AI is proliferating at an extremely fast rate (Mhlanga, 2023). In this regard, by possessing adequate knowledge, students can be aware of the looming problems and be capable of understanding the solutions at hand. This can only occur when educators take the initiative to teach students on how to effectively use the AI tool, critically analyze the information provided and make them aware of the other limitations posed by ChatGPT (Mhlanga, 2023). Furthermore, this will ensure the ethical and responsible use of AI tools is promoted and the development of critical thinking in the learning process is protected (Mhlanga, 2023). Accuracy of Information In education, having accurate information is vital because it ensures that instructors are providing learners with accurate, genuine, and reliable information (Mhlanga, 2023). For instance, scientific principles require accurate information to be provided as anything contrary will lead to misconceptions and inaccurate conclusions. Furthermore, history also requires students to be equipped with accurate information to fully understand the significance of past events and the Daystar University Repository Library Archives Copy 41 evolution throughout the course of time. In this instance, if a student was guided to believe the first president of Kenya is the late Hon. Mwai Kibaki, then this student will have an incorrect understanding of the history of Kenya. Therefore, it is important to ensure the information provided by ChatGPT for use in education is accurate. Instructors and learners have to employ critical thinking and assessing or double checking the provided information with reliable sources to maintain accuracy of information (Mhlanga, 2023). Bias As posited by Zhou et al. (2023), ChatGPT has the ability to demonstrate bias when answering questions. This bias can be attributed to a variety of reasons such as the machine learning algorithms used for training the AI tool. Furthermore, Zhou et al. (2023) further argues that despite humans training and fine tuning the machine data sets, they are not an adequate representative of the different viewpoints and perceptions of individuals thus the data biases. In this regard, these biases can lead to unequal responses in ChatGPT output especially for vulnerable groups. User Transparency When students are educated regarding the merits and demerits of utilization of ChatGPT for learning, they are able to be more critical in analyzing and comprehending the responses generated (Mhlanga, 2023). In this instance, Mhlanga (2023) argues that transparency in the usage of AI tools in education is crucial. Mhlanga (2023) posits that transparency will not only promote ethical and responsible use of GenAI but also assist students to have a better understanding of the demerits and merits. Furthermore, given that students will be informed regarding the technology, Daystar University Repository Library Archives Copy 42 it can be utilized in a manner that is in line with the ethical considerations of the educational institution (Mhlanga, 2023). In addition, Mhlanga (2023) also suggests that educational institutions should give priority to the use of transparent AI technology. Therefore, instructors and learners will have access to the underlying data or source code. When students are informed on the data sources used by the AI technology, they are better placed to understand how it arrives, processes, and creates response thus ensuring the usage is from a critical, and informed point of view (Mhlanga, 2023). In conclusion, it is the responsibility of instructors to inform students on how to utilize AI tools in a manner that is ethical and responsible, where their competencies are boosted and it supplements critical thinking, problem solving and boosts the positive attainment of learning objectives of students (Mhlanga, 2023). Empirical Literature Review In November 2022, OpenAI, launched ChatGPT (Generative Pre-Trained Transformer). This marked the birth of one of the most discussed and feared Chatbots in education due to its capacities (Tlili et al., 2023). ChatGPT’s main function is to imitate human conversations. However, it goes beyond imitating human conversations as it can use inference to arrive at new conclusions. With advancements in technology, education undergoes a transformation. Technology has facilitated changes in education as learning has to adjust to incorporate current technology. Furthermore, education has also had its impact on technological advancements. In this regard, education and technology are related and influence each other. (Firaina & Sulisworo, 2023) Daystar University Repository Library Archives Copy 43 The usual trend has been adoption of technology for learning amongst educators and learners (Firaina & Sulisworo, 2023). As technology is used to facilitate learning, the use of software, e-learning platforms, applications, and other technological tools ensure learning occurs in an efficient and effective manner. For instance, E-learning allows students to be able to access materials regardless of their geographic location and all classroom activities can occur in what is known as a “virtual classroom.” As posited by Firaina and Sulisworo (2023), there has been a growing need among learners for self - directed learning. Therefore, technology facilitates this with the easy access to eBooks, e-learning platforms, video tutorials, and other learning resources at the click of a button. Reputable institutions offer courses on sites such as Coursera and this motivates learners to develop their knowledge and skills independently thus obtaining various certifications. By doing so, learners are not constrained to a specific time and place but can study at their convenience. However, concerns arise over the use of technology in education as educators fear it may reduce their interactions with students. Furthermore, concerns on lower discipline and concentration levels arise because of an excessive dependence on technology (Firaina & Sulisworo, 2023). According to the study conducted by Mhlanga (2023), it was noted that respondents perceived ChatGPT positively for the enhancement of productivity and efficiency in the learning process. Despite the limitations posed by the AI tool, further research is required to understand how ChatGPT can be used effectively in learning and to further discover the perceptions of learners towards this new technology. In the realms of education, ChatGPT has the potential to transform