Learners’ perspective on integrating advanced AI technology in the National Open University of Nigeria learning platform

Abstract

Abstract In recent years, digital platforms have significantly transformed higher education, particularly in open and distance learning (ODL) institutions. This study examines the perspectives, usage patterns, and challenges encountered by computing students at the National Open University of Nigeria (NOUN) in their interactions with the institution’s online learning platform. The research aims to assess user experience, identify usability barriers, explore awareness and interest in advanced AI technologies, such as large language models (LLMs), and recommend improvements for digital learning systems. An explanatory sequential mixed-methods design was adopted, in which quantitative survey data were first collected and analysed, followed by qualitative focus group discussions to explain and elaborate statistical findings. NOUN 119 study centres were first clustered into six geopolitical zones, from which one centre per zone was purposively selected based on student population size. Quantitative data were collected using structured questionnaires administered electronically to 300 and 400-level students via email and WhatsApp, yielding 214 valid responses. Qualitative data were generated through virtual focus group discussions involving 15 students and 5 staff members. Results from 214 valid responses show that most respondents were male (65%), with equal representation from 300 and 400-level students (50% each). A slightly higher number of students were enrolled in B.Sc. Computer Science (54.2%) than B.Sc. Information Technology (45.8%). Also, it shows frequent platform use (M = 3.80), positive usability perceptions, but low ratings for feedback, personalisation, and engagement (M ≈ 2.4–2.6), alongside persistent technical challenges. Future research should explore gender-based usage trends and long-term user adaptation to AI-enhanced platforms.