Artificial Intelligence and Learning Abilities of Business Education Undergraduates in Universities

Abstract

This study determined how AI-enhanced cognitive processes influence learning abilities of business education undergraduates; answered the question “How do AI-enhanced cognitive processes influence learning abilities of business education undergraduates?”; and tested the null hypothesis, “AI enhances cognitive processes has no significant influence on learning abilities of business education undergraduates”.  The descriptive survey design was used in the study. The study was conducted in Cross River State using two public universities with 358 participants purposively used as sample. The instrument was validated and the reliability coefficient of .71 was determined. The questionnaire tagged, “Artificial Intelligence and Learning Abilities of Business Education Undergraduates in Universities Questionnaire (AILABEUUQ)” was developed by the researchers. The administration of the questionnaire was done digitally and manually to ensure wide coverage. The Simple Linear Regression was used to analyse data obtained.  Findings are that AI-enhanced cognitive processes have positive and significant influence on learning abilities of business education undergraduates. It is concluded that the use of cognitive AI will continue to shape the education landscape with the power to enhance students’ learning abilities for the present and future eras. It is also concluded that given guided use of AI by students, the fear of negative effect arising from abuse of its usage to gain undue advantage, especially during examination and other assessment techniques could be prevented. It is recommended that those facilitating learning should strategically guide learners in the use of AI for cognitive processes to ensure that its usage does not undermine the development of learning abilities based on human cognitive processes. Thus, learners should by instructed on when to use AI and when not to use.