article · Smart Learning Environments
This research investigates how socio-cultural factors affect student use of generative artificial intelligence in Nigerian universities. Drawing on activity theory, the investigation analyses survey data from 899 students across 17 higher education institutions to evaluate community norms, technological access, and learning goals. The results demonstrate that student engagement increases when generative AI systems are straightforward to operate and fit directly with educational aims. In contrast, frequent requirements for technical support diminish engagement, pointing to persistent underlying technical challenges. Based on these observations, the work highlights the necessity for user-friendly artificial intelligence tools, structured training initiatives, and reliable institutional support systems to foster effective technology adoption across diverse learning environments.
Higher education institutions in developing regions often face distinct socio-cultural and infrastructural hurdles when integrating emerging technologies. By identifying how tool usability and technical difficulties shape student participation, this study helps educators, university administrators, and policymakers design more effective training programmes and infrastructure investments that support equitable digital learning.
The findings are relevant for educational technology developers and institutional support providers targeting emerging markets. By highlighting the demand for intuitive interfaces and low-maintenance tools, the insights can guide the design of generative artificial intelligence software tailored for students. Because the study relies on survey research rather than product testing, direct commercial applications remain at an early, advisory stage.
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Abstract This study explores how socio-cultural dynamics influence student engagement with Generative AI technology in Nigerian higher education, using activity theory as theoretical underpinning. By examining the roles of community norms, technological accessibility, and educational objectives, the research identifies critical factors that impact the adoption and utilisation of GenAI. We employ quantitative analysis to analyse 899 survey responses from students across seventeen (17) Nigerian universities to derive interesting insights. Findings reveal that the ease of use of GenAI tools and their alignment with educational goals enhance student engagement. Conversely, regular need for technical support negatively affect engagement, suggesting underlying technological issues. These insights provide actionable recommendations for educators, administrators, and policymakers, emphasising the importance of user-friendly GenAI tools, comprehensive training programs, and robust support systems. This study contributes to the understanding of technology adoption in culturally diverse educational settings and offers strategies to improve educational practices and outcomes both in Nigerian higher education and also potentially in other African (developing countries), where similar socio-cultural dynamics might influence technology integration and educational advancements.
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DOI: 10.1186/s40561-024-00352-3
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